/ Social-Emotional Screening of Young Children: Early Identification is Essential to Healthy SEL

Social-Emotional Screening of Young Children: Early Identification is Essential to Healthy SEL

In this webinar, assessment and intervention experts, Erin Barton, PhD and Elizabeth Steed, PhD, describe the purpose of social-emotional screening of young children in the context of promoting social-emotional development and identifying children at risk for social-emotional difficulties. This webinar provides an overview of specific social-emotional screening tools and how one might pick a tool for their program’s use. The presenters use a case study to illustrate how to implement one of the most widely used tools, ASQ:SE-2, and make decisions about next steps for children at risk for social-emotional challenges.
Learning objectives:

  • Describe the purpose of social-emotional screening.
  • Name several social-emotional screening tools.
  • Explain how a social emotional screening tool is administered in collaboration with families.
  • Describe how to use screening results to plan next steps based on children’s scores.
View Webinar on ECIW Site

Date:

Nov 7, 2018

Time:

12:00 AM

(Eastern Time Zone)

Duration:

1.5 hr

Related Resources

Presentation Slides

Certificate Info

Certificate of Attendance

Certificate info not available.



Guest Presenter(s)

Erin Barton

Vanderbilt University

Erin E. Barton, PhD, BCBA-D, is an Associate Professor in the Department of Special Education at Vanderbilt University. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with disabilities and their families and single case research design. She is a Board Certified Behavior Analyst and has worked with children and families in homes, schools, and clinics. She directs research projects related to evidence–based practices for young children and professional development systems.

Elizabeth Steed

University of Colorado Denver

Elizabeth Steed’s early career began as a special education teacher. In her work as a teacher she discovered her passion for early intervention as she worked with infants and toddlers with autism during She became a clinical supervisor for an early intensive behavioral program for young children with autism and earned her PhD in Early Intervention at the University of Oregon. She completed an Institute of Education Sciences postdoctoral fellowship in Early Childhood Education at Purdue University and was an Assistant Professor and Program Coordinator for the Early Childhood Special Education program at Georgia State University. Elizabeth was he Principal Investigator on a number of research grants related to young children’s challenging behavior and currently faculty on the federally funded National Center for Pyramid Model Innovations. She is the Lead author of a published assessment tool used to measure critical features of program-wide positive behavioral interventions and supports in early childhood settings called the Preschool-wide Evaluation Tool (Steed, Pomerleau, & Horner, 2012).

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