1. ABCs, Friendship Skills, and Engaged Learning : Promoting Holistic School Readiness with REDI (Research- based, Developmentally-Informed) Strategies Karen Bierman The Pennsylvania State University National Head Start Association, May, 2009 1

2. Acknowledgments The REDI project was funded by the federal Interagency School Readiness Consortium, through NICHD grants HD046064 & HD43763 Appreciation is expressed to the participating teachers, children, and parents and our Head Start partners in Pennsylvania -- Blair County, Huntingdon Area, and York County Additional Penn State research colleagues included C. Domitrovich, R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. Gill, & D. Jones REDI trainers included G. Rhule (supervisor), L. Sheffer, J. Gest, & S. Jones 2

3. Overview Provide a Brief History of the REDI project Provide a Brief History of the REDI project Define Social-Emotional Learning Define Social-Emotional Learning Describe the Preschool PATHS Curriculum Describe the Preschool PATHS Curriculum Focus on emotion knowledge; intentional inhibitory control; social problem-solving dialogue Focus on emotion knowledge; intentional inhibitory control; social problem-solving dialogue Review RCT effects on social behavior and learning engagement Review RCT effects on social behavior and learning engagement Illustrate longitudinal impact on kindergarten school adjustment Illustrate longitudinal impact on kindergarten school adjustment 3

4. Inter-agency School Readiness Consortium In 2003, the ISRC was developed and funded by the National Institute of Child Health and Human Development (NICHD), the Administration for Children and Families (ACF), and the Assistant Secretary for Planning and Evaluation (ASPE) within the Department of Health and Human Services (DHHS), and the Office of Special Education and Rehabilitation Services (OSERS) of the U.S. Department of Education. In 2003, the ISRC was developed and funded by the National Institute of Child Health and Human Development (NICHD), the Administration for Children and Families (ACF), and the Assistant Secretary for Planning and Evaluation (ASPE) within the Department of Health and Human Services (DHHS), and the Office of Special Education and Rehabilitation Services (OSERS) of the U.S. Department of Education. The goal was the rigorous scientific study of the effectiveness of integrative early childhood interventions and programs to support the school readiness of at-risk children. The goal was the rigorous scientific study of the effectiveness of integrative early childhood interventions and programs to support the school readiness of at-risk children.

5. Key Goals of the ISRC To determine whether and how early childhood school readiness programs could enhance their impact on the cognitive and social- emotional readiness of at-risk children To determine whether and how early childhood school readiness programs could enhance their impact on the cognitive and social- emotional readiness of at-risk children To address concerns that competing instructional approaches were needed to support development in these different domains, weakening the impact of dual-focus approaches To address concerns that competing instructional approaches were needed to support development in these different domains, weakening the impact of dual-focus approaches To explore professional development models that could promote teacher competencies and efficacy, thereby improving the instructional practices that supporting dual-domain benefits for children To explore professional development models that could promote teacher competencies and efficacy, thereby improving the instructional practices that supporting dual-domain benefits for children

6. Primary Goals of the REDI Intervention Build upon the foundation of strong Head Start programming (High Scope/Creative Curriculum) Build upon the foundation of strong Head Start programming (High Scope/Creative Curriculum) Foster the diffusion of research-based practices in the two skill domains of: 1) social-emotional competencies, and 2) language & emergent literacy skills. Foster the diffusion of research-based practices in the two skill domains of: 1) social-emotional competencies, and 2) language & emergent literacy skills. Provide a curriculum base and mentoring program to support teachers professional development and promote the quality of cross-domain instructional practice. Provide a curriculum base and mentoring program to support teachers professional development and promote the quality of cross-domain instructional practice.

7. Social-Emotional Learning: Core Competencies Social & Emotional Learning Self-awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve ones goals Showing understanding and empathy for others Recognizing ones emotions and values as well as ones strengths and limitations

8. Making Friends Making Friends Engaging in Learning Tasks Engaging in Learning Tasks Following Rules Managing Strong Emotion Managing Strong Emotion Resolving conflicts Preschool Social-Emotional Functioning Self-regulation & Social Competence Self-regulation & Social Competence Key Competencies

9. Important Dimensions of School Readiness: Opinions of Kindergarten Teachers Is enthusiastic and curious (76%) Is enthusiastic and curious (76%) Can follow directions (60%) Can follow directions (60%) Is not disruptive in class (60%) Is not disruptive in class (60%) Is sensitive to others feelings (58%) Is sensitive to others feelings (58%) Takes turns and shares (55%) Takes turns and shares (55%) Pays attention (42%) Pays attention (42%) Knows the letters of alphabet (10%) Knows the letters of alphabet (10%) Can count to 20 or more (7%) Can count to 20 or more (7%) 9 National Center for Educational Statistics: KTSSR 1993

10. The PATHS Curriculum Five Central Goals Awareness of emotional states in oneself and others Awareness of emotional states in oneself and others Ability to put these feelings into words Ability to put these feelings into words Ability to calm oneself down when emotionally aroused Ability to calm oneself down when emotionally aroused Ability to plan ahead and consider the effects of your behavior on others Ability to plan ahead and consider the effects of your behavior on others Feelings of empathy and compassion for others Feelings of empathy and compassion for others Two Developmental Phases Elementary School PATHS – Kusche & Greenberg Elementary School PATHS – Kusche & Greenberg Preschool PATHS – Domitrovich, Greenberg, Kusche, Cortes Preschool PATHS – Domitrovich, Greenberg, Kusche, Cortes

12. PATHS: Focus on Emotion Knowledge Basic Feelings Comfortable/Uncomfortable Comfortable/Uncomfortable Happy Happy Sad Sad Mad Mad Scared Scared Intermediate Feelings Frustrated Frustrated Proud Proud Excited Excited Tired Tired Advanced Feelings Love Love Worried Worried Disappointed Disappointed Jealous Jealous Furious Furious Guilty Guilty

13. PATHS: Focus on Intentional Inhibitory Control

14. PATHS: Focus on Sharing, Caring, Friendships, and Social problem-solving

15. Social-Cognitive Neuroscience and the PATHS Model of Developing Self-Regulation

16. Study 1: Head Start RCT 248 children in 20 classrooms: 248 children in 20 classrooms: 10 classrooms used PATHS 10 classrooms used PATHS 10 comparison Head Start classrooms 10 comparison Head Start classrooms Effects of Receiving PATHS Effects of Receiving PATHS Teachers reported higher levels of social-emotional competence & lower levels of social withdrawal Teachers reported higher levels of social-emotional competence & lower levels of social withdrawal Parents reported higher levels of social-emotional competence Parents reported higher levels of social-emotional competence Children were better at identifying emotions, showed less anger bias Children were better at identifying emotions, showed less anger bias Domitrovich, C. E., Cortes, R. & Greenberg, M.T. (2007). Improving young childrens social and emotional competence: A randomized trial of the preschool PATHS curriculum. Journal of Primary Prevention, 28, 67-91.

17. K. Bierman, C. Domitrovich, R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. Gill Funded by NICHD grants HD046064 & HD43763 Study 2: Preschool PATHS with Integrated Emergent Literacy Focus: The Head Start REDI Program

18. Head Start REDI Intervention Trial Participants were 356 4-year-old children in 44 Head Start classrooms Participants were 356 4-year-old children in 44 Head Start classrooms Classrooms were stratified on county location, student demographics & length of program day, and then randomized to intervention or usual practice comparison Classrooms were stratified on county location, student demographics & length of program day, and then randomized to intervention or usual practice comparison Assessments were conducted at the beginning and end of the Head Start pre-kindergarten year. Intervention continued throughout that year. Assessments were conducted at the beginning and end of the Head Start pre-kindergarten year. Intervention continued throughout that year. Children transitioned into 204 kindergarten classrooms, where 94% completed follow-up assessments. Children transitioned into 204 kindergarten classrooms, where 94% completed follow-up assessments.

19. Intervention Components: Social-Emotional Competencies PATHS Curriculum Prosocial Skills Prosocial Skills Emotional Competence Emotional Competence Self Control Self Control Social Problem Solving Social Problem Solving Language/Literacy Skills Interactive Reading Sound Games Print Center Vocabulary Syntax Phonological Sensitivity Print Awareness Major Emphasis on Hands-On, Proactive Teacher Coaching

20. Impact on Pre-Kindergarten Teaching Practices Compared with teachers in usual practice control classrooms, teachers with REDI support: Compared with teachers in usual practice control classrooms, teachers with REDI support: Did more emotion coaching Did more emotion coaching Provided more emotional support Provided more emotional support Used more positive behavior management strategies Used more positive behavior management strategies Had richer conversations with students Had richer conversations with students [Estimated effect sizes.58-.61] Domitrovich, C.D., Gest, S.D., Gill, S., Bierman, K.L., Welsh. J. & Jones, D. (in press) Fostering High Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program. American Educational Research Journal

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22. I Impact on Pre-Kindergarten Social-Emotional Learning Children in REDI classrooms scored higher on: Children in REDI classrooms scored higher on: Emotion recognition & understanding [es =.21-.32] Emotion recognition & understanding [es =.21-.32] Competent solutions to social problems [es =.35] Competent solutions to social problems [es =.35] Teacher ratings of social-emotional competence [es =.24] Teacher ratings of social-emotional competence [es =.24] Observer ratings of social-emotional competence [es =.26] Observer ratings of social-emotional competence [es =.26] Children in REDI classrooms scored lower on: Children in REDI classrooms scored lower on: Teacher ratings of aggression [es =.28] Teacher ratings of aggression [es =.28] Parent ratings of ADHD behaviors & aggression [es =.10] Parent ratings of ADHD behaviors & aggression [es =.10] Bierman, K. L., Domitrovich, C. E., Nix, R., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., et al. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1877.

23. Emotional Understanding and Social Problem-Solving Skills P<.06 P<.03P<.04 P<.01

24. Teacher Ratings of Social Competence, Aggression, Learning Engagement P<.10P<.05

25. Observer Ratings of Social Competence, Aggression, Learning Engagement P<.08 P<.02

26. Direct Effects on Executive Functions Dimension Change Card Sort (WM, Inhibitory Control, Set Shifting ) – Intervention Effect p.=06 Dimension Change Card Sort (WM, Inhibitory Control, Set Shifting ) – Intervention Effect p.=06 Peg-Tapping (Inhibitory Control) – no effect Peg-Tapping (Inhibitory Control) – no effect Backward Digits (Working Memory) – no effect Backward Digits (Working Memory) – no effect Observed Sustained Learning Engagement – p<.02 Observed Sustained Learning Engagement – p<.02 Moderation of Outcomes by EF Skills Students with Lower Initial EF Skills showed the most gains in Intervention on Social-Emotional Outcomes Students with Lower Initial EF Skills showed the most gains in Intervention on Social-Emotional Outcomes Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C. & Domitrovich, C.E. (2008) Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI Program. Development and Psychopathology, 20, 821-843. Impact on Pre-Kindergarten Executive Function Skills

27. Impact on Kindergarten Adjustment 27

28. Path Models of Indirect Effects Residualized gain scores were computed to represent growth in social competence and learning engagement skills during the pre-kindergarten year (with site, cohort, race & sex controlled) Residualized gain scores were computed to represent growth in social competence and learning engagement skills during the pre-kindergarten year (with site, cohort, race & sex controlled) Path analyses evaluated the degree to which prekindergarten growth in these targeted skills predicted kindergarten school adjustment. Path analyses evaluated the degree to which prekindergarten growth in these targeted skills predicted kindergarten school adjustment. Tests of joint significance with asymmetric confidence intervals evaluated the significance of the indirect, developmental pathways (MacKinnon et al., 2002). Tests of joint significance with asymmetric confidence intervals evaluated the significance of the indirect, developmental pathways (MacKinnon et al., 2002). 28

33. Summary As a social-emotional learning program, and guided by a social-cognitive neuroscience model of developing self- regulation, Preschool PATHS emphasizes emotion knowledge, intentional inhibitory control, and social problem-solving dialogue. As a social-emotional learning program, and guided by a social-cognitive neuroscience model of developing self- regulation, Preschool PATHS emphasizes emotion knowledge, intentional inhibitory control, and social problem-solving dialogue. Two RCTs document a positive impact of Preschool PATHS on childrens developing social competencies, aggression control, and learning engagement. Two RCTs document a positive impact of Preschool PATHS on childrens developing social competencies, aggression control, and learning engagement. One year follow-up data suggests that Preschool PATHS can be effectively integrated with language/emergent literacy curricula, producing facilitated growth in social competence and positive approaches to learning that support child school success as they make the transition into kindergarten. One year follow-up data suggests that Preschool PATHS can be effectively integrated with language/emergent literacy curricula, producing facilitated growth in social competence and positive approaches to learning that support child school success as they make the transition into kindergarten.

34. For More Information http://www.channing-bete.com/prevention- programs/paths-preschool/ http://www.channing-bete.com/prevention- programs/paths-preschool/ http://headstartredi.ssri.psu.edu/