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• 11. [Article] Building the Evidence Base for Family Drug Treatment Courts: Results From Recent Outcome Studies

  Results from at least four studies of FDTCs found evidence for their effectiveness in assisting and supporting parents in entering, remaining in, and completing substance abuse treatment so they could ...

  Citation × Citation Citation Abstract Copy Title: Building the Evidence Base for Family Drug Treatment Courts: Results From Recent Outcome Studies Author: Green, Beth L., Furrer, Carrie Jeanne, Worsel, Sonia D., Burrus, Scott W. M., Finigan, Michael W. Year: 2009 Results from at least four studies of FDTCs found evidence for their effectiveness in assisting and supporting parents in entering, remaining in, and completing substance abuse treatment so they could be reunited with their children; however, different program models achieved different outcome patterns. The Pima County (Arizona) study found positive effects for treatment completion, family reunification, and reduced times to permanent placement. Two other programs showed consistent positive treatment and child welfare outcomes. Neither of these two sites produced reduced time to permanent placements. The two most successful sites were longstanding FDTCs whose models aligned closely with the core program elements supported by organizations such as the National Association of Drug Court Professionals and the Bureau of Justice Assistance. They all used an integrated judicial processing system. Although reasons for site differences were difficult to determine, the results suggest that the integrated, traditional family drug court model may be more effective than other variations. Further research is needed in order to identify and systematically test such model differences, in order to develop an understanding of what features of the FDTC are most important for achieving intended outcomes. This article summarizes the findings of completed FDTC outcome studies, including one unpublished report and two published reports. Results are also presented from a recently completed, large-scale outcome study (Worcel, Green, Furrer, Burrus, and Finigan, 2008). Four of the sites studied were in San Diego, CA; Santa Clara County, CA; Suffolk County, NY; and Washoe County, NV. 2 tables and 30 references Title: Building the Evidence Base for Family Drug Treatment Courts: Results From Recent Outcome Studies Author: Green, Beth L., Furrer, Carrie Jeanne, Worsel, Sonia D., Burrus, Scott W. M., Finigan, Michael W. Year: 2009 Results from at least four studies of FDTCs found evidence for their effectiveness in assisting and supporting parents in entering, remaining in, and completing substance abuse treatment so they could be reunited with their children; however, different program models achieved different outcome patterns. The Pima County (Arizona) study found positive effects for treatment completion, family reunification, and reduced times to permanent placement. Two other programs showed consistent positive treatment and child welfare outcomes. Neither of these two sites produced reduced time to permanent placements. The two most successful sites were longstanding FDTCs whose models aligned closely with the core program elements supported by organizations such as the National Association of Drug Court Professionals and the Bureau of Justice Assistance. They all used an integrated judicial processing system. Although reasons for site differences were difficult to determine, the results suggest that the integrated, traditional family drug court model may be more effective than other variations. Further research is needed in order to identify and systematically test such model differences, in order to develop an understanding of what features of the FDTC are most important for achieving intended outcomes. This article summarizes the findings of completed FDTC outcome studies, including one unpublished report and two published reports. Results are also presented from a recently completed, large-scale outcome study (Worcel, Green, Furrer, Burrus, and Finigan, 2008). Four of the sites studied were in San Diego, CA; Santa Clara County, CA; Suffolk County, NY; and Washoe County, NV. 2 tables and 30 references Close

• 12. [Article] Multnomah County Project Launch Evaluation

  Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing ...

  Citation × Citation Citation Abstract Copy Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Title: Multnomah County Project Launch Evaluation Author: Auerbach, Jessica, Emlen, Elana S., Garcia, Danielle C., Hause, Noelle, Lambarth, Callie H., Lorentson, Mhora, Rife, Isabel M., Zavela, Kathleen J., Aratani, Yumiko, Bracey, Jeana R., Ekono, Mercedes, Green, Beth L., Kryah, Rachel, Mendez, Melissa, Smith, Sheila, Tom, Lily Year: 2016 Early childhood is a critical time in human development. Any experience, positive or negative, can influence long-term outcomes for physical, emotional, social, and cognitive health (Center on the Developing Child at Harvard University, 2010). To ensure a strong foundation for success in school and in life, efforts designed to promote wellness and identify early learning or mental health challenges must begin well before kindergarten. Strong evidence shows that investing in early childhood can yield large dividends for children. Additionally, the ability of our systems to provide positive outcomes for children can be enhanced through strategic planning, well-developed partnerships, and coordinated family services. Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health), a federally funded United States Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) initiative, aims to enhance and improve the way systems function by bringing together all participants in each child’s life including caregivers, primary care providers, early childhood educators, and mental health providers. Project LAUNCH strives to incorporate all participants, at all levels of service provision, to strengthen our ability to achieve the best possible outcomes in social and emotional health and wellness for all children. Project LAUNCH has funded states, local jurisdictions, and tribes interested in achieving these goals since 2008. Under Project LAUNCH, grantees are charged with (1) promoting the healthy development of children from birth to age 8 and their families by harnessing and coordinating existing resources and (2) increasing access to high-quality, evidence-based programs in five childcentric domains: developmental screening and assessment, home visiting, mental health consultation, family strengthening and training, and integration of behavioral health into primary care. By developing an understanding of the landscape of services and supports unique to each state and community and by evaluating strengths and opportunities for change, grantees begin to implement promotion and prevention strategies that best serve the needs of their communities at the child, family, and systems levels. Thus, while there are distinct cultural, geographic, and economic differences across LAUNCH sites in all cohorts, the fundamental components of the LAUNCH model remain the same for all grantees. To date, Project LAUNCH has funded 55 projects across six cohorts. All LAUNCH grantees are expected to demonstrate local policy and practice improvements that can be sustained statewide. Unlike other LAUNCH cohorts, Cohort 3 grantees are distinguished by the fact that they were funded solely at the community level with no state or tribal oversight. This presented the six sites with a unique set of opportunities and challenges as they sought to bring policy and practice improvements to scale, enhance infrastructure, and implement direct services in the five domains or strategies. The uniqueness of the community-based aspect of Cohort 3 grantees provided both challenges and opportunities. Grantees identified the flexibility and ability to control program activities within a community setting as key advantages to the local grants, whereas the ability to replicate successful activities and implement policy change on a statewide basis were limited. Additionally, the uniqueness of Cohort 3 made it challenging to evaluate the success of Cohort 3 grantees by measuring their progress against that of other cohorts. This e-book was developed to highlight and share the experience of the local communities in Cohort 3. This publication is designed to serve as a resource for future early childhood systems development activities implemented by LAUNCH grantees or by other early childhood programs with similar goals and interests. This publication shares the contributions of this unique cohort to the field of young children’s mental health and family wellness by spotlighting accomplishments, evidence, and lessons learned within the context of the LAUNCH strategic framework. Narratives from the six grantees detail the successes and challenges of systems building from the ground up and emphasize the value-added benefits of funding directly at the community level. Recommendations for present and future LAUNCH projects and similar initiatives address strategies to build local, state, and national partnerships to support replication and sustainability. We hope you will find this resource of value for supporting local initiatives that promote young child and family wellness Close

• 13. [Article] Getting Your Money's Worth: What Early Childhood Directors Should Know About Working with Mental Health Professionals

  The increasing numbers of young children with challenging behaviors and emotional problems have led many child care providers and early childhood education programs to employ or contract with mental health ...

  Citation × Citation Citation Abstract Copy Title: Getting Your Money's Worth: What Early Childhood Directors Should Know About Working with Mental Health Professionals Author: Green, Beth L., Everhart, Maria C., Gordon, Lynwood Year: 2004 The increasing numbers of young children with challenging behaviors and emotional problems have led many child care providers and early childhood education programs to employ or contract with mental health professionals (Lavigne et al., 1996). Head Start Programs, for example, are required by federal performance standards to utilize services of mental health professionals that are "sufficient" to meet the needs of children and families. However, there has been little research to help program managers make informed choices about who might provide the best services, what services are most important to support staff and families, and how to make the best use of limited program resources. Title: Getting Your Money's Worth: What Early Childhood Directors Should Know About Working with Mental Health Professionals Author: Green, Beth L., Everhart, Maria C., Gordon, Lynwood Year: 2004 The increasing numbers of young children with challenging behaviors and emotional problems have led many child care providers and early childhood education programs to employ or contract with mental health professionals (Lavigne et al., 1996). Head Start Programs, for example, are required by federal performance standards to utilize services of mental health professionals that are "sufficient" to meet the needs of children and families. However, there has been little research to help program managers make informed choices about who might provide the best services, what services are most important to support staff and families, and how to make the best use of limited program resources. Close

• 14. [Article] Evaluation of the Kindergarten Readiness Partnership & Innovation Grants

  In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI ...

  Citation × Citation Citation Abstract Copy Title: Evaluation of the Kindergarten Readiness Partnership & Innovation Grants Author: Green, Beth L., Patterson, Lindsey Brianna, Morris, Mackenzie, Cochran, Lindsey Anne, Lambarth, Callie H. Year: 2015 In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI projects share the common goal of improving children’s school readiness and, ultimately, improving school success and reducing the achievement gap. To achieve these goals, grantees were given considerable local flexibility to implement innovative approaches in one or more of the following areas: 1. Supporting kindergarten readiness skills and smooth transitions to kindergarten; 2. Increasing family engagement in children’s learning and connecting families and schools; 3. Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills; and/or 4. Increasing alignment, connection, and collaboration in the prenatal to Grade 3 (P-3) system. All grantees were also expected to work toward addressing achievement gaps for underrepresented children, including those with special needs, Dual Language Learners, and/or children from low income or racial/ethnic minority backgrounds. Across the sixteen grantees, a variety of different strategies and interventions were selected and implemented. Portland State University was contracted to conduct an evaluation of the KRPI initiative, with a focus on documenting and describing the types of innovations delivered, early program outcomes, and lessons learned from the first year of implementation. The evaluation took a multi-level, mixed-methods approach that included: Developing web-based reporting tools, including: Service reporting tools to track the types of events and interventions used; Demographic and background characteristics of participants; and Frequency of participation by early learning and elementary school professionals, families, and community partners; Outcome tools designed to capture short-term outcomes for three primary types of interventions: Kindergarten Transition programs Cross-Sector Professional Development activities; and Family Engagement activities; Interviewing 28 key stakeholders representing the 16 communities to document key project successes, challenges, and lessons learned; and conducting five site-specific “mini evaluations” that allowed a more in-depth evaluation of selected grantee projects. Title: Evaluation of the Kindergarten Readiness Partnership & Innovation Grants Author: Green, Beth L., Patterson, Lindsey Brianna, Morris, Mackenzie, Cochran, Lindsey Anne, Lambarth, Callie H. Year: 2015 In July 2014, Oregon’s Early Learning Division provided first-time funding for sixteen communities across the state to implement Kindergarten Readiness Partnership & Innovation (KRPI) projects. The KRPI projects share the common goal of improving children’s school readiness and, ultimately, improving school success and reducing the achievement gap. To achieve these goals, grantees were given considerable local flexibility to implement innovative approaches in one or more of the following areas: 1. Supporting kindergarten readiness skills and smooth transitions to kindergarten; 2. Increasing family engagement in children’s learning and connecting families and schools; 3. Providing professional development to early learning and/or elementary school professionals to improve knowledge and skills; and/or 4. Increasing alignment, connection, and collaboration in the prenatal to Grade 3 (P-3) system. All grantees were also expected to work toward addressing achievement gaps for underrepresented children, including those with special needs, Dual Language Learners, and/or children from low income or racial/ethnic minority backgrounds. Across the sixteen grantees, a variety of different strategies and interventions were selected and implemented. Portland State University was contracted to conduct an evaluation of the KRPI initiative, with a focus on documenting and describing the types of innovations delivered, early program outcomes, and lessons learned from the first year of implementation. The evaluation took a multi-level, mixed-methods approach that included: Developing web-based reporting tools, including: Service reporting tools to track the types of events and interventions used; Demographic and background characteristics of participants; and Frequency of participation by early learning and elementary school professionals, families, and community partners; Outcome tools designed to capture short-term outcomes for three primary types of interventions: Kindergarten Transition programs Cross-Sector Professional Development activities; and Family Engagement activities; Interviewing 28 key stakeholders representing the 16 communities to document key project successes, challenges, and lessons learned; and conducting five site-specific “mini evaluations” that allowed a more in-depth evaluation of selected grantee projects. Close

• 15. [Article] The Effect of Early Head Start on Child Welfare System Involvement: A First Look at Longitudinal Child Maltreatment Outcomes

  The high societal and personal costs of child maltreatment make identification of effective early prevention programs a high research priority. Early Head Start (EHS), a dual generational program serving ...

  Citation × Citation Citation Abstract Copy Title: The Effect of Early Head Start on Child Welfare System Involvement: A First Look at Longitudinal Child Maltreatment Outcomes Author: Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Ende, Adam Von, Furrer, Carrie Jeanne, Chazen-Cohen, Rachel, Vallotton, Claire, Klevens, Joanne Year: 2014 The high societal and personal costs of child maltreatment make identification of effective early prevention programs a high research priority. Early Head Start (EHS), a dual generational program serving low-income families with children prenatally through age three years, is one of the largest federally funded programs for infants and toddlers in the United States. A national randomized trial found EHS to be effective in improving parent and child outcomes, but its effectiveness in reducing child maltreatment was not assessed. The current study used administrative data from state child welfare agencies to examine the impact of EHS on documented abuse and neglect among children from seven of the original seventeen programs in the national EHS randomized controlled trial. Results indicated that children in EHS had significantly fewer child welfare encounters between the ages of five and nine years than did children in the control group, and that EHS slowed the rate of subsequent encounters. Additionally, compared to children in the control group, children in EHS were less likely to have a substantiated report of physical or sexual abuse, but more likely to have a substantiated report of neglect. These findings suggest that EHS may be effective in reducing child maltreatment among low-income children, in particular, physical and sexual abuse. Title: The Effect of Early Head Start on Child Welfare System Involvement: A First Look at Longitudinal Child Maltreatment Outcomes Author: Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Ende, Adam Von, Furrer, Carrie Jeanne, Chazen-Cohen, Rachel, Vallotton, Claire, Klevens, Joanne Year: 2014 The high societal and personal costs of child maltreatment make identification of effective early prevention programs a high research priority. Early Head Start (EHS), a dual generational program serving low-income families with children prenatally through age three years, is one of the largest federally funded programs for infants and toddlers in the United States. A national randomized trial found EHS to be effective in improving parent and child outcomes, but its effectiveness in reducing child maltreatment was not assessed. The current study used administrative data from state child welfare agencies to examine the impact of EHS on documented abuse and neglect among children from seven of the original seventeen programs in the national EHS randomized controlled trial. Results indicated that children in EHS had significantly fewer child welfare encounters between the ages of five and nine years than did children in the control group, and that EHS slowed the rate of subsequent encounters. Additionally, compared to children in the control group, children in EHS were less likely to have a substantiated report of physical or sexual abuse, but more likely to have a substantiated report of neglect. These findings suggest that EHS may be effective in reducing child maltreatment among low-income children, in particular, physical and sexual abuse. Close

• 16. [Article] Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment

  This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement ...

  Citation × Citation Citation Abstract Copy Title: Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment Author: Chazan-Cohen, Rachel, Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Von Ende, Adam, Furrer, Carrie Jeanne Year: 2015 This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement in the child welfare system. These findings are especially important given the lack of scalable and effective preventive interventions. In addition, they are also timely given the recent interest in fostering collaborations between early care and education programs and child welfare agencies, agencies responsible for overseeing child protection from maltreatment (OHS & ACYF, 2010; ACYF & OHS, 2011; ACYF & OCC, 2011). The current study represents a first look at the impact of Early Head Start on child maltreatment. We are continuing to collect data and will have more information in the upcoming years. Title: Research-to-Practice Brief: Promising Evidence that Early Head Start Can Prevent Child Maltreatment Author: Chazan-Cohen, Rachel, Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Von Ende, Adam, Furrer, Carrie Jeanne Year: 2015 This brief addresses two main questions in a sample of Early Head Start eligible children: 1) the number and type of maltreatment episodes and 2) the impact of Early Head Start on child and family involvement in the child welfare system. These findings are especially important given the lack of scalable and effective preventive interventions. In addition, they are also timely given the recent interest in fostering collaborations between early care and education programs and child welfare agencies, agencies responsible for overseeing child protection from maltreatment (OHS & ACYF, 2010; ACYF & OHS, 2011; ACYF & OCC, 2011). The current study represents a first look at the impact of Early Head Start on child maltreatment. We are continuing to collect data and will have more information in the upcoming years. Close

• 17. [Article] Early Childhood Mental Health Consultation: An Evaluation Tool Kit

  For states, communities, agencies and programs investing in early childhood mental health consultation and committed to quality data. This web-based resource combines a brief review of the literature and ...

  Citation × Citation Citation Abstract Copy Title: Early Childhood Mental Health Consultation: An Evaluation Tool Kit Author: Hepburn, Kathy S., Kaufmann, Roxane K., Perry, Deborah F., Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L. Year: 2007 For states, communities, agencies and programs investing in early childhood mental health consultation and committed to quality data. This web-based resource combines a brief review of the literature and current research addressing the effectiveness of early childhood mental health consultation with guidance for designing and implementing program evaluation. It will help states, communities, and programs increase their capacity for high-quality evaluation of early childhood mental health consultation in community-based settings. Researchers, policy makers and program evaluation teams will find: A brief review of the evidence base, current issues, and questions; Defining characteristics of early childhood mental health consultation; Components of high quality evaluation and sample logic models; Evaluation tools to measure both process and outcome, including outcomes for children, families, staff and programs; and Guidance for using evaluation data for program improvement and communicating outcomes. Title: Early Childhood Mental Health Consultation: An Evaluation Tool Kit Author: Hepburn, Kathy S., Kaufmann, Roxane K., Perry, Deborah F., Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L. Year: 2007 For states, communities, agencies and programs investing in early childhood mental health consultation and committed to quality data. This web-based resource combines a brief review of the literature and current research addressing the effectiveness of early childhood mental health consultation with guidance for designing and implementing program evaluation. It will help states, communities, and programs increase their capacity for high-quality evaluation of early childhood mental health consultation in community-based settings. Researchers, policy makers and program evaluation teams will find: A brief review of the evidence base, current issues, and questions; Defining characteristics of early childhood mental health consultation; Components of high quality evaluation and sample logic models; Evaluation tools to measure both process and outcome, including outcomes for children, families, staff and programs; and Guidance for using evaluation data for program improvement and communicating outcomes. Close

• 18. [Article] It’s Not as Simple as it Sounds: Problems and Solutions in Accessing and Using Administrative Child Welfare Data for Evaluating the Impact of Early Childhood Interventions

  In recent years, there has been increasing interest in using administrative data collected by state child welfare agencies as a source of information for research and evaluation. The challenges of obtaining ...

  Citation × Citation Citation Abstract Copy Title: It’s Not as Simple as it Sounds: Problems and Solutions in Accessing and Using Administrative Child Welfare Data for Evaluating the Impact of Early Childhood Interventions Author: Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Furrer, Carrie Jeanne, Von Ende, Adam, Chazen-Cohen, Rachel, Klevens, Joanne, Nygren, Peggy Year: 2015 In recent years, there has been increasing interest in using administrative data collected by state child welfare agencies as a source of information for research and evaluation. The challenges of obtaining access to and using these data, however, have not been well documented. This study describes the processes used to access child welfare records in six different states and the approach to combining and using the information gathered to evaluate the impact of the Early Head Start program on children’s involvement with the child welfare system from birth through age eleven. We provide “lessons learned” for researchers who are attempting to use this information, including being prepared for long delays in access to information, the need for deep understanding of how child welfare agencies record and code information, and for considerable data management work for translating agency records into analysis-ready datasets. While accessing and using this information is not easy, and the data have a number of limitations, we suggest that the benefits can outweigh the challenges and that these records can be a useful source of information for policy-relevant child welfare research. Title: It’s Not as Simple as it Sounds: Problems and Solutions in Accessing and Using Administrative Child Welfare Data for Evaluating the Impact of Early Childhood Interventions Author: Green, Beth L., Ayoub, Catherine, Bartlett, Jessica Dym, Furrer, Carrie Jeanne, Von Ende, Adam, Chazen-Cohen, Rachel, Klevens, Joanne, Nygren, Peggy Year: 2015 In recent years, there has been increasing interest in using administrative data collected by state child welfare agencies as a source of information for research and evaluation. The challenges of obtaining access to and using these data, however, have not been well documented. This study describes the processes used to access child welfare records in six different states and the approach to combining and using the information gathered to evaluate the impact of the Early Head Start program on children’s involvement with the child welfare system from birth through age eleven. We provide “lessons learned” for researchers who are attempting to use this information, including being prepared for long delays in access to information, the need for deep understanding of how child welfare agencies record and code information, and for considerable data management work for translating agency records into analysis-ready datasets. While accessing and using this information is not easy, and the data have a number of limitations, we suggest that the benefits can outweigh the challenges and that these records can be a useful source of information for policy-relevant child welfare research. Close

• 19. [Article] Early Childhood Mental Health Consultation: A Developing Profession

  As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the ...

  Citation × Citation Citation Abstract Copy Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Close

• 20. [Article] Evaluation of the Start Making a Reader Today (SMART)

  The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm ...

  Citation × Citation Citation Abstract Copy Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Close