Evidence-Based Practices in Social Emotional Development

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Evidence-Based Practices in Social-Emotional Development

On this page, you can find evidence-based resources and practices focused on social-emotional development for early intervention professionals.

In 2015, a “Research-to-Practice Brief” from the Network of Infant-Toddler Researchers, stated that “infants and toddlers are disproportionately exposed to trauma.” The brief, entitled Services for Families of Infants and Toddlers Experiencing Trauma, also noted that young children “show severe and long-lasting consequences of this exposure on their development.” Early childhood education, early intervention, and child welfare programs are all poised to assist in the identification of these infants and toddlers who have experienced trauma and to provide trauma-informed services.

While only a small number of interventions have been studied for effectiveness with the birth-to-three age group, existing data do suggest “promising benefits (for) evidence-based parenting interventions . . . designed to reduce trauma exposure and buffer very young children against the effects of trauma.” These include routine screening for trauma, use of culturally appropriate assessment and treatment procedures, provision of educational resources, proactive implementation of strategies to strengthen families, a focus on collaboration and care continuity across agencies, and ongoing in-service training and support.

Check out the brief here and be sure to share the link with your colleagues. We also welcome your comments about this important topic.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.

This resource is related to the following ESPM knowledge-level competencies:

  • Core Knowledge (CK):
    • CK1: The dynamics of family systems including cultural, linguistic and socio-economic factors influencing family function and care for all children.
    • CK2: The role of primary social and emotional relationships as the foundation for early learning.
    • CK9: The characteristics and influence of disabilities and risk factors on early development, learning, care giving and relationships 
      • Medical risk factors, including chronic illness 
      • Familial, cultural, linguistic, social, physical and/or socio-economic factors including poverty, abuse and neglect 
      • Individual variation within specific disabilities and at-risk factors 
      • Multiple disabilities and risk factors 
      • Health and nutritional concerns
  • Individualized Family Service Plan Development and Review (IFSP-i):
    • IFSP-i1 (EIS) Understands roles of various disciplines and models of teamwork and collaboration that integrate strategies from multiple disciplines.
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Early Start Online Skill Base Course on Social and Emotional Development

Open Access Course Registration

The Early Start Online Skill Base course on Facilitating Social and Emotional Development is now available in an unfacilitated, open access format... no assignments, no discussion forums, just presentations! To register for the Open Access course, click here.

Facilitated Course Registration

The Early Start Online Skill Base course on Facilitating Social and Emotional Development is also available in the fully facilitated format. If you need a certificate of completion or CEUs, this is the format for you! To register for the traditional Early Start Online format of the course, click here.