An Activity-Based Approach to Developing Young Children's Social Emotional Competence

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An Activity-Based Approach to Developing Young Children's Social Emotional Competence
Jane Squires, Ph.D., Diane Bricker, Ph.D.
Early Childhood
From the creators of ASQ, this practical guidebook walks non-mental health professionals through the five-step intervention process called Activity-Based Intervention: Social Emotional (ABI:SE).
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STOCK NUMBER ISBN
67373 978-1-55766-737-3
COPYRIGHT PAGES
2007 296
AVAILABILITY
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From the creators of ASQ®, this practical guidebook gives non-mental health professionals exactly what they need: a ready-to-use, start-to-finish linked system for identifying concerns and improving young children's social-emotional health. This book walks readers through the five-step intervention process called Activity-Based Intervention: Social Emotional (ABI:SE):

  1. Screening. Get guidance on the best screening tools available, and evaluate the family environment with Environmental Screening Questionnaire (ESQ), the photocopiable, 30-question caregiver questionnaire included in the book.
  2. Assessment. Capture detailed information on children's social and emotional competence and caregiver competence using the photocopiable Social Emotional Assessment Measure (SEAM™), a more in-depth assessment questionnaire for each of three age ranges—infant, toddler, and preschool.
  3. Goal development. Review strengths and needs of the child and family, and work with the parent to identify meaningful goals.
  4. Intervention. Help the family embed learning opportunities into everyday routines and activities.
  5. Evaluation. Monitor child and family progress and assess the program's overall success.

With this step-by-step process, easily integrated into existing programs, non-mental health experts will go beyond the screening stage and answer the critical question "what do we do next?" Complete with suggested intervention activities and case studies, this book is just what interventionists, educators, and other professionals need to support social-emotional development and improve outcomes for children and families.

See which domain of school readiness in the Head Start Early Learning Outcomes Framework this book addresses.

CD-ROM Contents
About the Authors
Preface
Acknowledgements
Introduction

I. The Need for the Activity-Based Intervention: Social Emotional Approach
  1. Background and Overview
  2. The Mental Health Status of Young Children
  3. Conceptual Principles and Framework

II: The Activity-Based Intervention: Social Emotional Approach From Screening to Evaluation

  1. Overview of the Activity-Based Intervention: Social Emotional Approach
  2. Screening for Social Emotional Problems
  3. Assessment to Determine Social Emotional Goals and Intervention Content
  4. Developing Intervention Goals
  5. The Intervention Process
  6. Evaluating Intervention Outcomes

Afterword: Our Closing Perspective

References

Appendices

A: Environmental Screening Questionnaire (ESQ™), Experimental Edition
B: Social Emotional Assessment/Evaluation Measure (SEAM™), Experimental Edition

Infant
Child Benchmarks and Assessment Items
Child Benchmarks and Assessment Items (professional version with age intervals)
Adult/Caregiver Benchmarks with Assessment Items
Summary Form

Toddler

Child Benchmarks and Assessment Items
Child Benchmarks and Assessment Items (professional version with age intervals)
Adult/Caregiver Benchmarks with Assessment Items
Summary Form

Preschool-Age

Child Benchmarks and Assessment Items
Child Benchmarks and Assessment Items (professional version with age intervals)
Adult/Caregiver Benchmarks with Assessment Items
Summary Form
C: Resources
Guide to Early Childhood Curricula
Guide to Social Emotional Screening Instruments
Functional Behavioral Assessment and Behavior Support Planning
with Deborah Russell and Robert Horner

Index

Reviews

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Reviews

: International Journal of Early Childhood Special Education - September 14, 2011
"A comprehensive response to the need for a good model of social and emotional development."
: PsycCRITIQUES (American Psychological Association) - November 29, 2007
"[Squires and Bricker] were among the first to present evidence that untrained persons could reliably report on their young children's development. [These authors] have established a history of making early childhood development accessible to parents, teachers, and early day-care providers. This book is another contribution to their already successful track record."
Hill Walker, Director, Center on Human Development, Co-Director, Institute on Violence and Destructive Behavior, University of Oregon, Eugene - December 15, 2006
"If you are a practicing ealy childhood educator or are in training to become one, it is very important that you master the material in this book. Its content has everything to do with becoming a successful professional."
Kenneth Merrell, Professor of School Psychology, Special Education Department Head, University of Oregon - December 15, 2006
"A superb resource...logical, practical, systematic, and based on the current best thinking and research. Any professional who has an interest in effective social emotional interventions for young children should own this book."
Judith Carta, Senior Scientist, Juniper Gardens Children's Project, and Professor, Special Education, University of Kansas - December 15, 2006
"I can think of no other resource that so clearly and thoughtfully brings together all the pieces of the framework needed to address this critically important area of young children's development."
Edward Zigler, Sterling Professor of Psychology, Emeritus, and Director Emeritus, Yale's Edward Zigler Center in Child Development and Social Policy - December 15, 2006
"Employing a family and cultural lens, this book presents a frameworkfor understanding children's social and emotional development and provides a variety of practical policies to encourage healthy overall growth."

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