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Papers Topic - Trauma-Informed Intervention and Social-Emotional Follow-Up Advancing Comprehensive Early Childhood Intervention
Session 7
P7.15 Secondary School Outcomes of Preschool Children at Risk of Emotional and Behavioral Problems: Insights From Subgroup Differences Presenting Author: Kenneth K. Poon (Singapore) Affiliation: National Institute of Education, Nanyang Technological University, Singapore Co-Authors: K.H. Khng, T.S.S Lim This presentation seeks to understand the extent to which early risk emotional and behavioral problems are continuous, and what the differences may be observed between subgroups. Participants of an ongoing longitudinal study of 7,000 adolescents attending secondary schools (DREAMS) who participated in a previous longitudinal study of preschool children (SKIP) in Singapore would be included for analysis for this presentation. We expect data from approximately 500 participants to be presented. Subgroup comparisons will be conducted to understand differences between participants who continue to experience difficulties as well as those who make progress in emotional and behavioral problems. The findings of the study will be discussed in light of potential factors of risk and resilience. Young children who have experienced trauma may present challenging behaviors that require approaches that not only address the presenting behavior but also recognize the child’s past trauma. While Applied Behavior Analysis (ABA) is widely recognized for its evidence-based approach to behavior modification, it must be sensitively applied to children impacted by trauma. This presentation will explore how behavior analysts can incorporate trauma-informed principles into ABA interventions to better address the complex needs of young children who have experienced adverse events. Attendees will learn about the impact of trauma on early childhood development and behavior, as well as practical strategies to modify traditional ABA practices to be more trauma sensitive. Emphasizing collaboration with caregivers and interdisciplinary teams, this session will offer actionable insights into creating more compassionate and effective intervention plans that support both behavior change and emotional healing for young children affected by trauma. P7.13 Implementing the Pyramid Model Program-Wide: A Western Australian Trial to Support Children's Social Emotional Competence Presenting Author: Denise Luscombe (Australia) Affiliation: PRECI (Professionals and Researchers in ECI), Australia Co-Author: Mary Louise Hemmeter The Pyramid Model for Promoting Social-Emotional Competence in Young Children is a multi-tiered framework of practices used by early educators to promote the social-emotional development of all children, prevent challenging behavior through targeted instruction on social-emotional skills, and provide intervention for children with persistent challenging behavior (Hemmeter et al., 2021). Early educators report that addressing challenging behavior is one of their greatest professional development needs (Reinke et al., 2011; Snell et al., 2012). This paper will outline the process for implementing the Pyramid Model program-wide in two early childhood education and care organizations in Western Australia, across both metropolitan and rural or remote areas of the state. Data will be provided highlighting the outcomes for children and their families in the programs, as well as the perspectives of educators, coaches, and leadership teams in implementing the model and supporting children’s social-emotional development. P7.14 Integrating Trauma-Informed Care into Applied Behavior Analysis for Early Childhood Intervention Presenting Author: Samantha Riggleman (USA) Affiliation: Saint Joseph's University, Philadelphia
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