Social-Emotion Evidence-Based Practices Module Pre-test SFY22-23 Survey

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* 1. When during a person’s lifespan are neural circuits most flexible?

Birth-Three Years

Birth-Seven Years

Birth-Twenty Five Years

Entire Life

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* 2. What are three keys to healthy brain development in infants and toddlers?

Stable relationships with caring adults, exciting environments, daily exercise

Stable relationships with responsive adults, supportive environments, and nutrition

Stable relationships with many adults, opportunities to explore the environment, being read to daily

None of the above

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* 3. Children’s earliest experiences play a critical role in:

Learning to form and build relationships

How they relate to others and beginning pre-literacy skills

How successful they will be as an adult

The choices they will make at school age

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* 4. A healthy attachment with a primary caregiver appears to be associated with a high probability of the ability to form healthy relationships with others throughout life, while poor attachment with a primary caregiver is associated with many emotional and behavioral problems throughout life.

True

False

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* 5. Evidence-based practice within the field of early childhood is the process that pulls together the best available research, knowledge from professional experts, and data and input from children and their caregivers, to identify and provide services, evaluated and proven to achieve positive outcomes for children and families.

True

False

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* 6. What is not a typical behavior of an 18-month old child?

No fear of strangers

Shows a range of emotions

Gets joy from making caregiver laugh

None of the above

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* 7. At what age does the capacity to pick up on the intentions and feelings of another person begin to develop?

Birth to Three Months

Three to Nine Months

Nine to Fifteen Months

Fifteen to Twenty-One Months

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* 8. At what age does a child who is typically developing begin to exhibit control of his or her emotions?

One to Two Years

Two to Three Years

Three to Four Years

None of the Above

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* 9. What acts as a predictor to effective social-emotional interventions?

The child loves your visits and activities

The practitioner asks the family about their weekend plans

The family invites the practitioner to lunch

The family and practitioner have trusting relationship

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* 10. Families’ individuality encompasses ethnic, linguistic, cultural, and racial differences as well as the unique history and traditions of individual families.

True

False

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* 11. Select the option that is not a way in which a practitioner can build a respectful relationship with families.

Learn about the child’s strengths and needs across all developmental domains

Learn about the family’s strengths and uniqueness

Read the child’s medical and developmental records then move forward with intervention strategies that you are familiar with

Collaborate with the family in a way that demonstrates an understanding of the families' values and cherishes the family as a partner to support the child

Learn about and respect family rules and routines when planning their intervention for the family.

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* 12. Which of these social behaviors do children learn through immersion in their family culture?

Behavioral expectations

How to display emotions

How to cope with stress

When to seek an adult’s attention

All of the above

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* 13. What lasting effects are attributed to appropriate social-emotional skills learned in childhood?

Scholarships and confidence in adulthood

Friends and money in adulthood

Increased health and confidence into adulthood

All of the above

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* 14. How often does IDEA require developmental levels to be assessed and updated?

At least annually

Every home visit

Just at transition

Six-month IFSP review

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* 15. Select three of the IDEA Part C approved tools for social-emotional screening or assessment

The Ages & Stages Questionnaires: Social Emotional (ASQ-SE)

The Devereux Early Childhood Assessment for Infant and Toddlers (DECA I/T)

Infant/Toddler Sensory Infant Profile

The Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)

Developmental Assessment of Young Children (DAYC-2)

The Social Emotional Assessment Measure (SEAM)

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* 16. IFSP Outcomes must be

Specific and fun, and look at long term outcomes

Written by the practitioner, use technical language, and be reviewed at each home visit

Family focused, step by step instructions, and vague

Functional, general, and measurable

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* 17. Concerns about social-emotional development can only be addressed as behavioral issues.

True

False

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* 18. Emotional development, social interaction, self-regulation, and co-regulation are the skills that constitute social-emotional development in children from birth to five.

True

False

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* 19. Which factors influence attachment and separation for families?

Parenting style and temperament

Personality

Nature of attachment to primary caregiver

All of the above

None of the above

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* 20. The result for any online search can be considered evidence-based.

True

False

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* 21. Which two statements say why it is important to use evidence-based practices when working with families?

It makes you look and sound knowledgeable when talking with families.

The practices have been shown to have a positive effect on children.

Research studies have shown the practice to be effective.

Using them increases the chances of the family meeting their IFSP outcomes.

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* 22. What is the purpose of ongoing professional development?

To strengthen the skills of the practitioner

To use for annual job performance reviews

To take the place of getting an endorsement

To teach other practitioners what you have learned

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* 23. Reflection can be done:

With a coach only

With a supervisor only

With a colleague only

Through self-reflection

All of the above

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* 24. Prior to completing this Social-Emotional Evidence-Based Practices Module, what education/training have you already received on social-emotional assessment and behavioral intervention?

None

Some

TACSEI

PICCOLO

SEAM

ASQ-SE

Other (please specify)

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* 25. Do you feel you have the skills to use specific social-emotional or behavioral approaches and practices (e.g. the Pyramid Model, Social-Emotional Assessment) and intervention strategies?

Some

A good amount

None

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* 1. When during a person’s lifespan are neural circuits most flexible?

Question Title

* 2. What are three keys to healthy brain development in infants and toddlers?

Question Title

* 3. Children’s earliest experiences play a critical role in:

Question Title

* 4. A healthy attachment with a primary caregiver appears to be associated with a high probability of the ability to form healthy relationships with others throughout life, while poor attachment with a primary caregiver is associated with many emotional and behavioral problems throughout life.

Question Title

Question Title

* 6. What is not a typical behavior of an 18-month old child?

Question Title

* 7. At what age does the capacity to pick up on the intentions and feelings of another person begin to develop?

Question Title

* 8. At what age does a child who is typically developing begin to exhibit control of his or her emotions?

Question Title

* 9. What acts as a predictor to effective social-emotional interventions?

Question Title

* 10. Families’ individuality encompasses ethnic, linguistic, cultural, and racial differences as well as the unique history and traditions of individual families.

Question Title

* 11. Select the option that is not a way in which a practitioner can build a respectful relationship with families.

Question Title

* 12. Which of these social behaviors do children learn through immersion in their family culture?

Question Title

* 13. What lasting effects are attributed to appropriate social-emotional skills learned in childhood?

Question Title

* 14. How often does IDEA require developmental levels to be assessed and updated?

Question Title

* 15. Select three of the IDEA Part C approved tools for social-emotional screening or assessment

Question Title

* 16. IFSP Outcomes must be

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* 17. Concerns about social-emotional development can only be addressed as behavioral issues.

Question Title

* 18. Emotional development, social interaction, self-regulation, and co-regulation are the skills that constitute social-emotional development in children from birth to five.

Question Title

* 19. Which factors influence attachment and separation for families?

Question Title

* 20. The result for any online search can be considered evidence-based.

Question Title

* 21. Which two statements say why it is important to use evidence-based practices when working with families?

Question Title

* 22. What is the purpose of ongoing professional development?

Question Title

* 23. Reflection can be done:

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* 24. Prior to completing this Social-Emotional Evidence-Based Practices Module, what education/training have you already received on social-emotional assessment and behavioral intervention?

Question Title

* 25. Do you feel you have the skills to use specific social-emotional or behavioral approaches and practices (e.g. the Pyramid Model, Social-Emotional Assessment) and intervention strategies?

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* 26. If you are from a state program or community provider, please provide your full name and organization