# data[].attributes.body
Recommendations to help families use positive behavior supports at home. Download the guidance tool.

# data[].attributes.attachment_link.readable_text
Families and caregivers should consider using positive behavioral interventions and supports (PBIS) in their homes on a daily basis. It is especially helpful when events disrupt normal routines - events like worldwide health pandemics. This practice brief provides recommendations for families and caregivers on how to use PBIS to continue to support their students' social and emotional growth and minimize behavioral disruptions in the home.

# data[].attributes.attachment_link.title
PBIS.org | Resource: Supporting Families with PBIS at Home

# data[].attributes.attachment_link.description
PDF: Families and caregivers should consider using positive behavioral interventions and supports (PBIS) in their homes on a daily basis. It is especially helpful when events disrupt normal routines - events like worldwide health pandemics.

# data[].attributes.body
State Department of Education

# data[].attributes.attachment_link.title
Idaho State Department of Education (SDE)

# data[].attributes.attachment_link.description
Tools & resources to support student learning including Assessment, Content & Curriculum, Federal Programs and Special Education.

# data[].attributes.attachment_link.description
Collaborative video series by three board certified behavior analysts - ABAdesk's co-founder Eugenia Logvinova and Adventures with Autism' s Samantha Parnham & Eric Zeissig.

# data[].attributes.headline
Social Emotional Learning Games to Play with Your Child

# data[].attributes.subject
Social Emotional Learning Games to Play with Your Child

# data[].attributes.attachment_link.readable_text
At a glance

Kids can learn to manage their emotions and work on social skills.

You can help your child with social-emotional learning by playing fun games at home.

There are lots of simple games you can play during everyday activities.

Many schools have started teaching kids how to do things like cope with feelings, set goals, and get along with others. It's called social-emotional learning. You can help your child work on these skills at home, too.

Here are a handful of activities that can help your child manage emotions and work on social skills - and have some fun with you along the way. These games are very low-tech. And all are designed to fit easily into daily routines.

1. Starfish and tornadoes

Try playing this game at different times of day, and help your child describe the energy levels. For example, if you play this game before dinner, you can say, "You have so much energy, I bet you could run up and down the stairs five times before I finish cooking!"

Keep in mind: Self-awareness can help kids build a skill called self-regulation. This skill is about managing your internal energy. It helps kids manage their emotions and their body movements during tough situations. It also helps them pay attention and learn.

The goal: To help kids practice observing what's going on around them. Picking up on social cues helps kids get their needs met and understand the perspective of others.

Help your child connect these observations with choosing how to behave. For example, when the swings are crowded, your child may decide to go on the slide first.

To help your child come up with ideas, comment whenever you notice your child's positive behaviors: "You just offered to teach your sister a nursery rhyme. Let's talk for a second about what kind of person you're being right now."

Also, you can buy these kinds of cards or find templates online. But kids might like making the cards themselves.

How to play: When you and your child can't agree, use the tune of "This Old Man" to sing these lines: "You want this. I want that. How can we both get what we want?" Then brainstorm solutions and choose the best idea for right now. For example, if your child is demanding to bake cookies at 8 a.m., the best solution might be to wait two hours so you can bake when the baby is napping.

5. Taking turns taking charge

Key takeaways

Simple, fun games can help kids learn to cope with feelings, set goals, and get along with others.

Self-regulation helps kids manage their emotions and their body movements.

Praising good behavior often leads to more of it.

About the author

About the author

Kate Kelly has been writing and editing for more than 20 years, with a focus on parenting.

Reviewed by

Reviewed by

Lynne Kenney, PsyD is a Harvard-trained pediatric psychologist and international educator in Scottsdale, Arizona.

# data[].attributes.attachment_link.title
5 social-emotional learning games to play with your child

# data[].attributes.attachment_link.description
Social-emotional learning activities can help kids learn to manage emotions and get along with other kids. These games are simple, low-cost, and low-tech, and can be built into your daily activities.

# data[].attributes.attachment_link.readable_text
dawn spurlock

Statewide Instructional Coordinator
Boise State University
Center for School Improvement and Policy Studies
Yanke Family Research Park
220 E. Parkcenter Blvd, Boise, ID 83706
208-426-1932
dawnspurlock@boisestate.edu

# data[].attributes.attachment_link.title
Idaho Training Clearinghouse > Topics > N-Z > Paraprofessionals

# data[].attributes.attachment_link.description
Statewide Instructional Coordinator Boise State University Center for School Improvement and Policy Studies Yanke Family Research Park 220 E. Parkcenter Blvd, Boise, ID 83706 208-426-1932 dawnspurlock@boisestate.edu

# data[].attributes.headline
How Can Parents Teach Their Kids Social Emotional Skills

# data[].attributes.subject
How Can Parents Teach Their Kids Social Emotional Skills

# data[].attributes.attachment_link.title
Social-Emotional Learning Activities You Can Try at Home

# data[].attributes.body
AFIRM COVID-19 Tollkit

# data[].attributes.headline
Challenging Behavior for Early Childhood

# data[].attributes.subject
Challenging Behavior for Early Childhood

# data[].attributes.attachment_link.readable_text
The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources.

Let's work as a community to support our little ones! Do you have a COVID 19/emergency-related Pyramid Model or early childhood resource you want to share with families? Email it to sipayton@usf.edu.

For Early Childhood Professionals

For Early Childhood Professionals

ReOpening Early Childhood Programs

ReOpening Early Childhood Programs

# data[].attributes.attachment_link.description
The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources. Let's work as a community to support our little ones!

# data[].attributes.attachment_link.readable_text
About the speaker:

Angela Mouzakitis, PhD, BCBA-D, LBA teaches at St. John's University as an Assistant Professor in the Psychology department. Her research includes working with behavior support plans for children with autism spectrum disorder. Additionally, she has published in the areas of treatment integrity of behavior support plans in public schools for teachers working with students with high-functioning autism. Currently her focus is on the development of appropriate transition and vocational programs for adolescents with moderate disabilities.

# data[].attributes.attachment_link.title
Coronavirus Impact - Home All Day - Basic Supports and Strategies to Get us Through and Keep us Sane

# data[].attributes.attachment_link.description
Learn strategies for supporting individuals on the autism spectrum experiencing school closures and changes in routine due to the 2020 outbreak. This video has been updated - an earlier version had an issue with slide syncing - we have corrected the issue and apologize for any inconvenience.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.description
CDC provides credible COVID-19 health information to the U.S.

# data[].attributes.attachment_link.readable_text
Human behavior plays a large role in the spread of coronavirus. Behavioral scientists are therefore a unique resource for changing human behavior in ways that can reduce the spread, including social distancing, handwashing, and face touching.

For this reason, the Psychonomic Society initiated an effort that capitalizes on the extensive expertise in behavioral science within our membership and assembled a group called the Behavioral Science Response to COVID-19 Working Group. The goal of the group is to disseminate evidence-based recommendations in areas where behavioral science can make a positive contribution.

Reduce face touching

Research has shown that we touch our faces far more often than we may realize, about 23 times per hour, and this creates a major path for the spread of the infection.

We live in a world filled with misinformation, myths, and misguided advice, often offered with good intentions but limited knowledge about the scientific evidence. The recommendations we give here on how to reduce face touching are based on what we know to be true from published studies, or in some cases on what we believe is extremely likely to be true, based on findings regarding similar behaviors (some of the references are listed at the end of this post).

The first set of evidence-based recommendations made by the Behavioral Science Response to COVID-19 Working Group is detailed in the infographic below.

The infographic is here if you would like to share it, and we hope that you do.

The Members of the Behavioral Science Response to COVID-19 Working Group

The members of the Behavioral Science Response to COVID-19 Working Group are experts in learning and behavior modification. The group is comprised of the following academics from institutions across North America:

References

The following are many of the references to the scientific papers that informed the above recommendations.

Ellingson, S. A., Miltenberger, R. G., Stricker, J. M., Garlinghouse, M. A., Roberts, J., Galensky, T. L., & Rapp, J. T. (2000). Analysis and treatment of finger sucking. Journal of Applied Behavior Analysis, 33(1), 41-52. doi: 10.1901/jaba.2000.33-41

Ghanizadeh, A., Bazrafshan, A., Firoozabadi, A., & Dehbozorgi, G. (2013). Habit reversal versus object manipulation training for treating nail biting: A randomized controlled clinical trial. Iranian Journal of Psychiatry, 8(2), 61-67. PMCID: PMC3796295

Long, E. S., Miltenberger, R. G., Ellingson, S. A., & Ott, S. M. (1999). Augmenting simplified habit reversal in the treatment of oral-digital habits exhibited by individuals with mental retardation. Journal of Applied Behavior Analysis, 32(3), 353-365. doi: 10.1901/jaba.1999.32-353

Miltenberger, R. G., Fuqua, R. W., & Woods, D. W. (1998). Applying behavior analysis to clinical problems: review and analysis of habit reversal. Journal of Applied Behavior Analysis, 31(3), 447-469. doi: 10.1901/jaba.1998.31-447

Rapp, J. T., Miltenberger, R. G., & Long, E. S. (1998). Augmenting simplified habit reversal with an awareness enhancement device: preliminary findings. Journal of Applied Behavior Analysis, 31(4), 665-668. doi: 10.1901/jaba.1998.31-665

Stricker, J. M., Miltenberger, R. G., Garlinghouse, M. A., Deaver, C. M., & Anderson, C. A. (2001). Evaluation of an awareness enhancement device for the treatment of thumb sucking in children. Journal of Applied Behavior Analysis, 34(1), 77-80. doi: 10.1901/jaba.2001.34-77

Twohig, M. P., & Woods, D. W. (2001). Evaluating the duration of the competing response in habit reversal: A parametric analysis. Journal of Applied Behavior Analysis, 34(4), 517-520. doi: 10.1901/jaba.2001.34-517

Woods, D. W., & Miltenberger, R. G. (1995). Habit reversal: A review of applications and variations. Journal of Behavior Therapy and Experimental Psychiatry, 26(2), 123-131. doi: https://doi.org/10.1016/0005-7916(95)00009-O

Woods, D. W., Murray, L. K., Fuqua, R. W., Seif, T. A., Boyer, L. J., & Siah, A. (1999). Comparing the effectiveness of similar and dissimilar competing responses in evaluating the habit reversal treatment for oral-digital habits in children. Journal of Behavior Therapy and Experimental Psychiatry, 30(4), 289-300. doi: https://doi.org/10.1016/S0005-7916(99)00031-2

Zhang, C. Q., Leeming, E., Smith, P., Chung, P. K., Hagger, M. S., & Hayes, S. C. (2018). Acceptance and Commitment Therapy for Health Behavior Change: A Contextually-Driven Approach. Frontiers in Psychology, 8, 2350. https://doi.org/10.3389/fpsyg.2017.02350

Additional information
American Psychological Association

# data[].attributes.attachment_link.title
Introducing the Behavioral Science Response to COVID-19 Working Group

# data[].attributes.attachment_link.description
Human behavior plays a large role in the spread of coronavirus. Behavioral scientists are therefore a unique resource for changing human behavior in ways that can reduce the spread, including social distancing, handwashing, and face touching.

# data[].attributes.attachment_link.readable_text
COVID-19 Resources for Families and Individuals
Tips for Caregivers and Individuals: How to Practice Social Distancing for Individuals & Families:

Cancel travel plans

Stay home when you are sick

Limit your movement within and outside your community

Reduce your number of visitors

Work from home if possible

Transition meetings and gatherings online

Try to visit grocery stores and other public establishments at less-crowded times

Local Resources for Families & Individuals: https://yellowpagesforkids.com

Information on Stimulus Payments/SSI: https://disabilityscoop.com/2020/04/16/stimulus-checks-now-automatic-for-people-on-ssi/28174/
Additional Articles: Other Issues to Consider:

# data[].attributes.attachment_link.title
COVID-19 Resources for Families | National Autism Association

# data[].attributes.attachment_link.description
COVID-19 Resources for Families and Individuals Tips for Caregivers and Individuals: How to Practice Social Distancing for Individuals & Families: Cancel travel plans Stay home when you are sick Limit your movement within and outside your community Reduce your number of visitors Work from home if possible Transition meetings and gatherings online Try to visit grocery stores and other public establishments at less-crowded times Local Resources for Families & Individuals: https://yellowpagesforkids.com Information on Stimulus Payments/SSI: https://disabilityscoop.com/2020/04/16/stimulus-checks-now-automatic-for-people-on-ssi/28174/ Additional Articles: Other Issues to Consider:

# data[].attributes.headline
Autism Speaks COVID-19 Resources for Families

# data[].attributes.subject
Autism Speaks COVID-19 Resources for Families

# data[].attributes.attachment_link.title
COVID-19 Information and Resources | Autism Speaks

# data[].attributes.attachment_link.description
A list of resources for the autism community organized by topic. The situation around the current spread of coronavirus disease 2019 (COVID-19) is changing rapidly, so make sure you stay informed by visiting the CDC's information page regularly.

# data[].attributes.attachment_link.title
8 Types of Visual Student Schedules - The Autism Helper

# data[].attributes.attachment_link.description
Resources, tips, and materials to help you, help children with autism

# data[].attributes.attachment_link.description
BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

# data[].attributes.attachment_link.title
FREE RBT TRAINING - Autism Partnership Foundation

# data[].attributes.attachment_link.description
FREE 40-Hour RBT Training. Autism Partnership Foundation is now offering a FREE 40 hour RBT training - for anyone - FOREVER. This 40 hour training is based on the 2nd edition task list and meets the requirements outlined by the BACB for individuals seeking their RBT certification.

# data[].attributes.attachment_link.title
Idaho Training Clearinghouse > Resources > View Resource

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.attachment_link.readable_text
We are excited to announce that a new module, Augmentative and Alternative Communication (AAC) and Autism, has been launched. This module focuses on selecting and implementing AAC to support autistic learners in their ability to effectively express themselves, develop and maintain relationships with others, and engage in their community.

# data[].attributes.attachment_link.description
We've compiled these online resources to provide information from NAEYC, the CDC, and other educational organizations.

# data[].attributes.attachment_link.readable_text
Wide Open School's mission lives on at Common Sense

With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning.
Discover More Great Resources for Families & Educators
Common Sense is dedicated to providing teachers and families with free resources to help kids learn, grow, and thrive with media and technology. Join our community for more tips and resources to support kids' learning and healthy development.

More Resources You'll Love

Get more free content like what you found on Wide Open School.
For Families For Educators
Thank You to Our Supporters & Partners

We are grateful to our supporters and partners for helping to bring these resources to kids, families, and educators everywhere during a global crisis. It is a testament to the power of creativity, collaboration, and a shared commitment to education and digital access for all.

# data[].attributes.attachment_link.description
Wide Open School's mission lives on at Common Sense With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning. Discover More Great Resources for Families & Educators

# data[].attributes.headline
Positive and Productive Childcare - Randy Sprick

# data[].attributes.subject
Positive and Productive Childcare - Randy Sprick

# data[].attributes.body
Practical behavior guidance for parents

# data[].attributes.attachment_link.title
Positive and Productive Childcare While the Kids Are Not in School

# data[].attributes.headline
Mental Health & Well-Being National Deaf Center (NDC)

# data[].attributes.subject
Mental Health & Well-Being National Deaf Center (NDC)

# data[].attributes.body
These resources highlight challenges that deaf individuals have with mental health concerns

# data[].attributes.attachment_link.readable_text
Deaf individuals experience the same mental health concerns as their hearing peers and, as such, seek out the same services to address these concerns. However, studies have discovered that deaf people experience mental health issues at nearly twice the rate of the general population and do not always find equitable access to mental health services.

As deaf individuals transition from high-school to postsecondary life, mental health and well being are important areas for professionals and families to focus on prior to graduation. Considerations should be made as to what support the deaf individual may need post-high school to lead a healthy, independent life. The following resources highlight the challenges that deaf individuals have with mental health and accessing care.

# data[].attributes.attachment_link.description
Deaf individuals experience the same mental health concerns as their hearing peers and, as such, seek out the same services to address these concerns. However, studies have discovered that deaf people experience mental health issues at nearly twice the rate of the general population and do not always find equitable access to mental health services.

# data[].attributes.attachment_link.title
Easter Seals School Closure Toolkit for Students with Autism

# data[].attributes.headline
Free Course: Creating a Well-Rounded Educational Experience

# data[].attributes.subject
Free Course: Creating a Well-Rounded Educational Experience

# data[].attributes.body
Introduction to Social Emotional Learning - American Institutes for Research

# data[].attributes.attachment_link.readable_text
Creating a Well-Rounded Educational Experience: Introduction to Social and Emotional Learning, a free online course from AIR, was designed as an introduction to social and emotional learning (SEL) for educators who endeavor to create a well-rounded educational experience. This introductory course is designed for all educators-teachers, counselors, principals, support staff, custodians, cafeteria staff, and afterschool providers-to ensure that the whole school community is engaged in the adoption and implementation of sustainable SEL practices.

By the end of this course, users will be able to:

Define social and emotional learning (SEL) and a set of core social and emotional competencies;

Understand the importance of SEL for students and adults;

Identify the key components of SEL, including how social and emotional competencies change across the lifespan and across multiple context and cultures;

Explore ways that SEL aligns with other initiatives;

Determine strategies to begin to implement SEL in practice.

The course will take approximately 4 hours to complete. You may start and stop the course at any time, and your progress will be saved.

If you have any questions about the course, please email selsolutions@air.org.

# data[].attributes.attachment_link.title
SEL Online Learning Module: Creating a Well-Rounded Educational Experience

# data[].attributes.attachment_link.description
This free online course from AIR was designed as an introduction to social and emotional learning (SEL) for educators who endeavor to create a well-rounded educational experience. This introductory course is designed for all educators to ensure that the whole school community is engaged in the adoption and implementation of sustainable SEL practices.

# data[].attributes.headline
Visit the Early Childhood Padlet for more resources...

# data[].attributes.subject
Visit the Early Childhood Padlet for more resources...

# data[].attributes.body
Helps parents create consistent & positive environments for kids at home.

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.headline
Educator Resources to Support Remote Learning

# data[].attributes.subject
Educator Resources to Support Remote Learning

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.headline
Supporting students with Significant Cognitive Disabilities

# data[].attributes.subject
Supporting students with Significant Cognitive Disabilities

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.headline
A.T. Quick Tips and Instructional Supports

# data[].attributes.subject
A.T. Quick Tips and Instructional Supports

# data[].attributes.body
Padlet

# data[].attributes.body
Idaho SESTA Padlet

# data[].attributes.body
Idaho Training Clearinghouse

# data[].attributes.attachment_link.title
Idaho Training Clearinghouse > SESTA Home > SESTA > COVID-19 Resources

# data[].attributes.headline
Early Childhood Technical Assistance Center 

# data[].attributes.subject
Early Childhood Technical Assistance Center 

# data[].attributes.body
COVID-19, Distance Learning, Webinars

# data[].attributes.attachment_link.title
ECTA Center: Coronavirus Disease (COVID-19)

# data[].attributes.headline
Thinking Functionally During Distance Learning - RISE Module

# data[].attributes.subject
Thinking Functionally During Distance Learning - RISE Module

# data[].attributes.body
Quick module to help develop preventative strategies for problem behavior.

# data[].attributes.attachment_link.title
Functional Thinking for Distance Learning

# data[].attributes.body
This is a recorded demonstration of how an educator could use the Transitioning Tool through an online platform.

# data[].attributes.body
IPUL and Idaho SESTA

# data[].attributes.body
Supporting individuals with Autism

# data[].attributes.headline
Family Circle Tips for Families with Teenagers

# data[].attributes.subject
Family Circle Tips for Families with Teenagers

# data[].attributes.body
27 minute youtube video by Florida Council For Exceptional Children tips

# data[].attributes.attachment_link.title
Family Circles for 'Tweens and Teens Chat

# data[].attributes.body
from Idaho Health & Welfare Children's Mental Health

# data[].attributes.headline
Positive Behavior Supports at Home - TELLY AWARD WINNING

# data[].attributes.subject
Positive Behavior Supports at Home - TELLY AWARD WINNING

# data[].attributes.body
Association for Positive Behavior Support

# data[].attributes.headline
Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes - Broadcast Series March - June 2017

# data[].attributes.subject
Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes - Broadcast Series March - June 2017

# data[].attributes.body
ECTA & DaSY Center

# data[].attributes.attachment_link.readable_text
The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. These partnerships in a child's early years lay the foundation for achieving the long-term intended outcomes for children/students with developmental delays and disabilities articulated in the Individuals with Disabilities Education Act (IDEA). The series features discussions of the role that data play in strengthening family-professional partnerships. Suggestions and resources for designing personnel and family development activities to support partnerships are also shared.

Target Audience

This series is unique in addressing the knowledge-building and technical assistance needs of both practitioners and families. The webinars are intended for:

EI/ECSE state staff (e.g., Part C and 619 Coordinators, PD/TA staff)

EI/ECSE family leaders

Parent center/organization staff

IDEA State Interagency Coordinating Council/State Advisory Panel representatives; and

Other early childhood leaders and stakeholders committed to strengthening family-professional collaboration in programs that serve young children with developmental delays and disabilities, and their families.

Session 1: Getting to the Bottom Line of Family Engagement

Wednesday, March 29, 2017, 3-4 PM EDT

In the first session, presenters discuss the meaning of family engagement by sharing the results of a synthesis of key policies, frameworks, and the DEC Recommended Practices on family engagement, including related principles of IDEA. They address the essential role of systems supports for ensuring local implementation of effective family engagement practices.

Session 1: Resources

Session 2: Enhancing Trusting Partnerships at the Systems and Practice Levels: Reciprocal Opportunities for Professionals and Families

Thursday, April 20, 2017, 3-4 PM EDT

In the second session, the presenters focus on the nature of trusting partnerships among professionals and families. They describe six research-based partnership principles, and emphasize the practices that professionals and families should demonstrate when implementing the principles. Tools for measuring partnerships and family engagement are also discussed.

Guest presenters include staff from the National Center on Parent, Family, and Community Engagement and early childhood partners from Iowa discussing some of their program improvement efforts.

Session 2: Resources

Session 3: Infusing Partnership Principles and Practices into Family Engagement Activities

Wednesday, May 24, 2017, 3-4 PM EDT

In Session 3, the presenters highlight quality practices that enable practitioners and families to develop and strengthen trusting partnerships. Guests from the field speak to their experiences with implementing the practices. Resources for designing related personnel and family development activities are shared.

Session 3: Resources

Session 4: More on Infusing Partnership Principles and Practices into Family Engagement Activities

Wednesday, June 21, 2017, 3-4 PM EDT

The facilitators and guest presenters continue their discussion on effective practices that enable practitioners and families to develop and strengthen trusting partnerships by focusing on three additional types of family engagement. The webinar series concludes with a connection back to the principles and long-term goals of IDEA, and a state example of systems level data-informed decision-making for supporting the implementation of effective family engagement practices.

Session 4: Resources

in collaboration with:

# data[].attributes.attachment_link.title
ECTA Center: Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes

# data[].attributes.attachment_link.description
The ECTA Center partnered with the DaSy Center, Ann and Rud Turnbull, and invited guests to facilitate an interactive four-part web broadcast series aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships.

# data[].attributes.body
Little kids have big worries, too!

# data[].attributes.body
Transform Challenging Behavior

# data[].attributes.body
State of Idaho

# data[].attributes.headline
Using Hand Signals for More Equitable Discussions

# data[].attributes.subject
Using Hand Signals for More Equitable Discussions

# data[].attributes.attachment_link.title
Using Hand Signals for More Equitable Discussions

# data[].attributes.headline
Do's & Don'ts for Distance Learning During Covid-19

# data[].attributes.subject
Do's & Don'ts for Distance Learning During Covid-19