1. TLC Personnel Mary Muhlenhaupt, OTD, OTR/L, FAOTA Robin Miccio, MS
Researchers across the United States continue to learn more about how children develop social emotional competence – and about the importance of both genetics and early experiences as significant influences. (Nature versus nurture)
Today’s science also provides understandings about how early childhood experiences may support or limit healthy social emotional learning that is the foundation for social emotional competence throughout childhood and into adult life, including delineation of specific early childhood risk factors. Current research supports the critical importance for early childhood systems/programs and professionals to actively support parents and caretakers of young children so they provide the relationships, environments and activities that promote positive social emotional learning that ultimately helps develop healthy and resilient citizens.
This video clip (from the Harvard University Center on the Developing Child - only one of a number of US institutions dedicated to this concern, summarizes some of this important work. (Watch 5 minute video clip).
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

2. Facilities Agenda WiFi
Today
Facilities
Agenda
WiFi
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

3. Objectives
Discuss the significance of healthy social emotional development in infants and toddlers.
Describe how the ASQ: SE-2 is used to screen infants and toddlers and guide parents to promote their child’s social emotional development.
Engage agency personnel to complete Philadelphia Early Intervention Program professional development requirements,
Researchers across the United States continue to learn more about how children develop social emotional competence – and about the importance of both genetics and early experiences as significant influences. (Nature versus nurture)
Today’s science also provides understandings about how early childhood experiences may support or limit healthy social emotional learning that is the foundation for social emotional competence throughout childhood and into adult life, including delineation of specific early childhood risk factors. Current research supports the critical importance for early childhood systems/programs and professionals to actively support parents and caretakers of young children so they provide the relationships, environments and activities that promote positive social emotional learning that ultimately helps develop healthy and resilient citizens.
This video clip (from the Harvard University Center on the Developing Child - only one of a number of US institutions dedicated to this concern, summarizes some of this important work. (Watch 5 minute video clip).
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

4. TLC Home Page http://jeffline.jefferson.edu/cfsrp/tlc/
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

5. New to Philadelphia Early Intervention
Intermediate: 2nd year in system
Experienced: 3rd or later year in system
Screening tool to look at child’s current social emotional development/competence.
For monitoring over time – tool is set up with “age intervals” from 2 months – 30 months.
Tool continues on during child’s preschool years, with questionnaires that run through 72 months of age.
Activity:
Have all take a look at the handout - assign tables different questions to review and discuss how will this tool will enhance the services we provide in Philly Infant Toddler EI? Let them know they have 10 minutes to discuss – then need to report back –
After 10 minutes – each group - -- what is one thing you learned about ASQ:SE-2 – how can this enhance the services we provide in Philly Infant Toddler EI?
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

6. County Update Early Learning Standards – complement to state’s session
Eligibility
Informed Clinical Opinion
ECO – reinforce basic concepts and guidelines
Screening tool to look at child’s current social emotional development/competence.
For monitoring over time – tool is set up with “age intervals” from 2 months – 30 months.
Tool continues on during child’s preschool years, with questionnaires that run through 72 months of age.
Activity:
Have all take a look at the handout - assign tables different questions to review and discuss how will this tool will enhance the services we provide in Philly Infant Toddler EI? Let them know they have 10 minutes to discuss – then need to report back –
After 10 minutes – each group - -- what is one thing you learned about ASQ:SE-2 – how can this enhance the services we provide in Philly Infant Toddler EI?
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

7. Foundations of Early Intervention in Philadelphia
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016
Foundations of Early Intervention in Philadelphia
Group A – 17 registered, 11 started, 10 completed workshops, 6 submitted project to date
Hanen course 15 registered, 7 attended and completed

8. ASQ: SE-2™
Ages and Stages Questionnaire®: Social Emotional, 2nd edition
Check in with Robin Miccio and pick up your agency’s ASQ: SE-2 Starter Kit so you have it for our session that begins right after lunch
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

9. Current Science and evidence: children’s social emotional learning
What does current research tell us?
Researchers across the United States continue to learn more about how children develop social emotional competence – and about the importance of both genetics and early experiences as significant influences. (Nature versus nurture)
Today’s science also provides understandings about how early childhood experiences may support or limit healthy social emotional learning that is the foundation for social emotional competence throughout childhood and into adult life, including delineation of specific early childhood risk factors. Current research supports the critical importance for early childhood systems/programs and professionals to actively support parents and caretakers of young children so they provide the relationships, environments and activities that promote positive social emotional learning that ultimately helps develop healthy and resilient citizens.
This video clip (from the Harvard University Center on the Developing Child - only one of a number of US institutions dedicated to this concern, summarizes some of this important work. (Watch 5 minute video clip).
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

10. Research-based best practices for 2016
Support parents/caregivers to develop skills for responsive interactions with infant/toddler
Help parents/caregivers structure environment to support infant/toddler regulated behavior
Identify EI service(s) needed to design evidence-based strategies to achieve child’s social-emotional aims
As noted in video
As we respond to yellow flags about young children’s behavior – potential mental health problems in later life will not be realized.
This slide highlights what the research says we need to do in Philadelphia
A first step is to assess our children’s social – emotional learning and ensure families have the skills and resources to nurture their children’s growth in these areas.
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

11. Why is this research about how infants and toddlers develop social and emotional competence important for the Philadelphia Infant Toddler EI System?
What questions has this raised for you as a supervisor in Philadelphia Infant Toddler EI?
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

12. the ASQ: SE-2™ Screen infant and toddler social and emotional behavior
Track infant or toddler social and emotional development over time
See handout “What is the ASQ:SE-2?”
Screening tool to look at child’s current social emotional development/competence.
For monitoring over time – tool is set up with “age intervals” from 2 months – 30 months.
Tool continues on during child’s preschool years, with questionnaires that run through 72 months of age.
Activity:
Have all take a look at the handout - assign tables different questions to review and discuss how will this tool will enhance the services we provide in Philly Infant Toddler EI? Let them know they have 10 minutes to discuss – then need to report back –
After 10 minutes – each group - -- what is one thing you learned about ASQ:SE-2 – how can this enhance the services we provide in Philly Infant Toddler EI?
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

13. Social – communication Adaptive functioning Autonomy Affect
Self-regulation
Compliance
Social – communication
Adaptive functioning
Autonomy
Affect
Interaction with people
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

14. ASQ-SE2: MECHANICS
Parent fills out questionnaire ( minutes - engages family)
Provider scores (5 minutes)
Feedback to family
Referrals as needed
Each Starter Kit includes CD with all files for photocopying –
For each age interval from 2 months to 30 months, we have printed an original of each sheet and marked it as an original (see reverse). These are included in plastic sheets in the age interval section in the Starter Kit.
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

15. ASQ: SE-2 Copyright regulations
Agency owns ASQ: SE-2 Starter Kit
Photocopies allowed: Parent Questionnaires, Social Emotional Development Guides and Activities
Each Starter Kit includes CD with all files for photocopying –
For each age interval from 2 months to 30 months, we have printed an original of each sheet and marked it as an original (see reverse). These are included in plastic sheets in the age interval section in the Starter Kit.
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

16. Resources www.agesandstages.com – age calculator, adjusted scores
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016

17. REFERENCES
Briggs, C., Stettler, E., Silver, E., Schrag., M., Chinitz., S., & Racine, A. (2012). Social-emotional screening for infants and toddlers in primary care. Pediatrics, 129(2),
National Scientific Council on the Developing Child. (2008/2012). Establishing a Level Foundation for Life: Mental Health Begins in Early Childhood: Working Paper No. 6. Updated Edition. Retrieved from
Teaching and Learning Collaborative, Supervisors' Meeting - January 6, 2016