SpeechPathology.com Phone: 800-242-5183


EdTheory Build Your Career 2018

Supporting Young Children’s Social-Emotional Literacy: Effective & Evidence-based PBS Strategies

Supporting Young Children’s Social-Emotional Literacy: Effective & Evidence-based PBS Strategies
Pamelazita Buschbacher, Ed.D., CCC-SLP
February 17, 2014
Share:

This text-based course is a transcript of the webinar, “Supporting Young Children’s Social-Emotional Literacy: Effective & Evidence-based PBS Strategies” presented by Pamelazita Buschbacher, Ed.D., CCC-SLP.

>> Pamela Buschbacher:  It is a pleasure to be here again to present a topic that is very important to me, to children and families as well as the professionals who teach young children who are developing in a typical fashion and those who have developmental delays.  I would like to understand my audience a bit.  How many of you provide services to young children birth to three?  How many of you provide services to children three and older?  Three to 7?  How about those professionals who provide support to families who have children with developmental delays?  How about people who provide services and support to teachers of young children 3 to 7 years of age?  How many of you teach children who are older than 7?  What I am going to be presenting today is applicable in all those environments, in terms of supporting parents, young children, children over age seven, and children who chronologically are older but developmentally are younger than seven.  I have had the opportunity to support and teach children, both as a speech-language pathologist and an educator, from nine months through 21 years of age.  Particularly when we are talking about children on the autism spectrum, children with ADHD or even adults with diagnoses such as those, social-emotional becomes a very big piece of the work that we do.

Today, we will define what emotional attachment is, and this information comes from the mental health field for young children also.  We will be defining emotional literacy and what that is about.  It is not just about books, but it is a word that is being used among mental health professionals, early childhood educators, and primary educators.  I will describe three variables that can actually impact the child's emotional literacy development.  Some of these variables will be connected to previous knowledge that you have. I will also share some new information with you and resources that you can access for supporting children’s social-emotional development. 

Today's presentation will address six essential elements in what is called the “emotional literacy” schemata.  At the end of this course you will be able to identify at least five evidence-based practices for supporting young children and their development of a rich emotional literacy and its relevance to us as speech and language pathologists. 

In previous presentations that I have provided for Speech Pathology.com, I have shown this pyramid (Figure 1). 


pamelazita buschbacher

Pamelazita Buschbacher, Ed.D., CCC-SLP

Dr. Buschbacher is the owner and director of PPATCHWork Children’s Therapy Services in Florida. She is a nationally and state certified speech-language pathologist and holds a doctorate in Special Education, with emphases on early childhood development and behavior disorders.  She is an experienced positive behavior support (PBS) interventionist and is recognized as a trainer and consultant for the federally funded Center on Social-Emotional Foundations in Early Learning (CSEFEL) and the Technical Assistant Center for Social and Emotional Intervention.   Her professional experience, interests, presentations, research and publications include supporting the social, emotional and communicative abilities of young children (ages 0-7) of all abilities in developmentally appropriate and inclusive early childhood environments.



Related Courses

Supporting Social Emotional Competence in Young Children: An Overview of the Pyramid Model
Presented by Pamelazita Buschbacher, Ed.D., CCC-SLP
Video
Course: #9670Level: Intermediate1 Hour
This is Part 1 of the four-part series, Pyramid Model in Early Childhood: Improving Social Emotional Competence & Reducing Challenging Behaviors. This course provides an overview of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children, and discusses its beneficial effects on emotional literacy and challenging behaviors that can interfere with educational as well as therapeutic assessment and intervention. The first two tiers of the Pyramid Model and the roles that SLPs play on the team are addressed.

The Pyramid Model: Preventing Challenging Behaviors in Young Children
Presented by Pamelazita Buschbacher, Ed.D., CCC-SLP
Video
Course: #9683Level: Intermediate1 Hour
This is Part 2 of the four-part series, Pyramid Model in Early Childhood: Improving Social Emotional Competence & Reducing Challenging Behaviors. This course focuses on teaching evidence-based, targeted social-emotional skills (e.g., identifying and expressing emotions, self-regulation, social problem-solving, friendship skills, and co-operative responding) to young children via the Pyramid Model in order to promote their social-emotional development, prevent challenging behavior, and better prepare them academically.

The Pyramid Model: Functional Positive Behavior Support Assessment
Presented by Pamelazita Buschbacher, Ed.D., CCC-SLP
Video
Course: #9691Level: Intermediate1 Hour
This is Part 3 of the four-part series, Pyramid Model in Early Childhood: Improving Social Emotional Competence & Reducing Challenging Behaviors. This course discusses the steps of the Positive Behavior Support Process, with a particular focus on Functional Behavioral Assessment and developing a working behavior hypothesis statement.

The Pyramid Model: Positive Behavior Support Intervention
Presented by Pamelazita Buschbacher, Ed.D., CCC-SLP
Video
Course: #9692Level: Intermediate1 Hour
This is Part 4 of the four-part series, Pyramid Model in Early Childhood: Improving Social Emotional Competence & Reducing Challenging Behaviors. This course addresses designing and implementing a Positive Behavior Support (PBS) Plan that is child-centered, with a focus on skill-building for functional and developmentally appropriate communication. Strategies are provided for preventing challenging behaviors as well as teaching replacement behaviors.

Connecting with the Preverbal Child to Increase Social Communication
Presented by Lisa R. Audet, PhD, CCC-SLP
Video
Course: #10247Level: Intermediate1 Hour
Children with autism who have minimal verbal skills present particular communication challenges. This course discusses assessment and intervention strategies to evaluate and increase intentionality of communication, as well as support social interaction and language development in this group of children.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.