Early Learning Services - Early Childhood Education Provider Information

Elwyn Elwyn Early Learning Services provides intake services, multi-disciplinary evaluations to determine eligibility, case management, also referred to as LEA Representation, and preschool early intervention services to eligible children. ECE providers can utilize the wide array of information offered on this portion of our website to learn more about Elwyn Early Learning Services, preschool early intervention processes and procedures, developmental norms, evidence-based behavioral supports and access necessary contact information.

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How to Make a Referral for Preschool Early Intervention

How to Make a Referral for
Preschool Early Intervention

Video Tutorial

Developmental Norms

Developmental Norms

The Elwyn Early Learning Services Early Childhood Developmental Skills Reference Guide is designed as a resource to provide families, as well as early childhood and early intervention personnel with information as it relates to general, typical developmental skill trajectories across the preschool age range.

This resource is organized by each of the major developmental domains addressed within preschool Early Intervention (EI) and aligns with the Pennsylvania Early Learning Standards to offer helpful considerations for effective Individualized Education Plan development and developmentally appropriate intervention. It is important to note that these lists have been adapted from a number of references to ensure a cohesive, widespread portrayal of development specific to the Preschool Early Intervention population.

Pennsylvania Preschool Early Learning Standards

Pennsylvania Preschool Early Learning Standards

The Pennsylvania Preschool Early Learning Standards are designed to do the following:

  • Inform professionals about age-appropriate curriculum and assessment
  • Guide the selection of instructional materials and the design of interactions/goal setting
  • Inform families of appropriate expectations for children
  • Provide a common framework for community-based birth–grade 3 alignment work

Click Here to view the full brochure for Pennsylvania Learning Standards for Early Childhood

 

Positive Behavior Interventions & Supports

Positive Behavior Interventions & Supports

Positive Behavior Interventions and Supports (PBIS) is a framework that promotes the social, emotional and positive behavioral development of young children by providing tiered interventions rooted in evidence‐based practices (Fox et al., 2003; Hemmeter, Ostrosky, & Fox, 2006). The model offers three tiers of intervention practice: universal promotion for all children supported by high-quality physical classroom environments, effective classroom routines, and behavioral expectations; secondary preventions to address the intervention needs for children at risk of social-emotional and/or behavioral delays, and tertiary interventions needed for children with persistent and pervasive behavioral challenges.

When implemented correctly, PBIS promotes a more positive school climate, safer learning environments, and more trusting and respectful student-teacher relationships. Implementing strategies based in PBIS can have a powerful impact on schools seeking to improve school climate, reduce discipline issues and support social and emotional skill building (O SEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2020).

 

Positive Behavior Interventions & Supports (PBIS)
Resource Guide

Struggling with challenging behavior in your ECE classroom? PBIS can help!

Positive Behavior Interventions and Supports (PBIS) is a framework that promotes the social, emotional and positive behavioral development of young children by providing tiered interventions rooted in evidence‐based practices (Fox et al., 2003; Hemmeter, Ostrosky, & Fox, 2006). The model offers three tiers of intervention practice: universal promotion for all children supported by high-quality physical classroom environments, effective classroom routines, and behavioral expectations; secondary preventions to address the intervention needs for children at risk of social-emotional and/or behavioral delays, and tertiary interventions needed for children with persistent and pervasive behavioral challenges.

When implemented correctly, PBIS promotes a more positive school climate, safer learning environments, and more trusting and respectful student-teacher relationships. Implementing strategies based in PBIS can have a powerful impact on schools seeking to improve school climate, reduce discipline issues and support social and emotional skill building (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2020).

Positive Behavior Interventions & Supports “Quick Tips”

1. Visual Supports - A visual support is a picture or other visual item used to communicate with a child who has difficulty understanding or using language. Visual supports can be photographs, drawings, objects, written words, or lists. Research has shown that visual supports work well as a way to communicate to a wide variety of information to children with and without disabilities.

2. Schedules – Use and refer to a visual schedule throughout the day to make transitions easier and more predictable. Consistent routines are important for preschool development. Avoid long seated activities (e.g., over 20 minutes), and long wait times, encourage movement breaks or activities between seated activities, and warn students of changes in the schedule or routine.

3. Transition Warnings - Prepare children for transitions by providing verbal and visual warnings of upcoming transitions. (e.g., "One minute until clean up;" "Clean up time when the timer is done").

4. Classroom Rules - 3-5 classroom rules should be posted and reviewed. The rules should be positive, specific and descriptive with visual representation. The classroom rules should be explicitly taught prior to instruction (e.g., and can be in a fun song) and reinforced with descriptive praise.

5. Descriptive Praise - Giving praise when child engages in appropriate behaviors. Be quick to praise. Praise the student as quickly as possible so positive behaviors are immediately reinforced. Specific and immediate praise for appropriate behavior and rule following is key. Catch children doing the right thing and praise them for it!

6. Choices – Offer choices within the context of activity (e.g., “which chair would you like to sit in?” or “which color marker would you like to use?”). Choices can reinforce attending and engagement, and are helpful in practicing communication skills.

7. Expectations – Keep classroom expectations and rules achievable. Keep motivation high, by using preferred items and activities following new or difficult tasks. Use clear and concise language, such as “first – then language”. This is often accomplished by labeling the demand as the “first” task followed by reinforcement (e.g., “first bathroom, then snack”).

Visual Supports Resource Bank

Elwyn Early Learning Services PBS Team Resource Bank

  • Find resources specific to the strategies mentioned above on the PBS Team Shared Drive – simply print and use!
  • Some of these supports include: “First Then”, “Token Board”, “Visual Schedule”, “Classroom Rules”, “Social Stories”, “Choice Boards”, “Feelings Charts”, “Reinforcement Checklist”, “Move your Body”, “Solution Kit”, “Task Analyses” etc.
  • Elwyn Early Learning Services PBS Team Resource Bank

 

Behavior Support eTrainings

Best Practices – 15 minute in-service suites (The Head Start Learning & Knowledge Center)

  • Use these 15-minute in-service suites as a professional development resource for staff in active early childhood centers and programs. They are organized topically and address effective teaching and assessment practices.
  • Topics include: managing the classroom, highly individualized teaching and learning, and behavior. 
  • Article: Resources preschool learning environments

Circle Time Magazine – Positive Behavior Intervention & Support (PBIS) Video Series

  • Circle Time Magazine is a dynamic professional development web series and magazine for early childhood educators, parents, and providers. Each episode features guest experts sharing their knowledge, ideas for using everyday materials, favorite books, and high-quality examples of learning in action.
  • Circle Time Magazine, Season 2 Overview: Positive Behavior Support

 

Best Practices & Additional Behavioral Resources

National Center for Pyramid Innovations (NCPMI)

  • The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist programs in their implementation the Pyramid Model, with a focus on promoting the social, emotional, and behavioral outcomes of young children, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion.
  • The National Center for Pyramid Model Innovations

Parent Resources & Handouts (NCPMI)

  • Detailed but easy to read resources explaining evidence based strategies for families and or school programs to use as a solution to commonly occurring challenging behaviors, during routines, and to teach social and emotional skills (e.g., “how to help with morning routines” or “what to do when students bite”).
  • NCPMI Guidance on Family Engagement

Covid-19 & Pandemic Specific Resources (NCPMI)

  • This site is designed to support families in helping young children cope with the challenges that might occur during stressful emergencies such as COVID-19. The site includes pandemic resources, virtual learning tips, handling stress and challenging behavior, self-care, and coping skills for adults.
  • Covid-19 & Pandemic Specific Resources (NCPMI)

Early Intervention Tele-Intervention Resources (EITA & OCDEL) “Tips to Ensure Quality Practices using this mode of Service Delivery”

  • EITA (Early Intervention Technical Assistance) continues to update their TI Resources for early intervention staff. Tele-Intervention is an effective strategy for delivering Early Intervention services during the COVID-19 public health emergency. This portal provides an overview of Tele-Intervention and tips to ensure quality practices using this mode of service delivery.
  • Early Intervention Technical Assistance Portal

Behavior Management – Resource Guide (IRIS Center, Vanderbilt University)

  • This document offers an overview of behavior management and evidence based practice links and resources to guide professionals in how to manage behavioral concerns within the classroom environment. Some examples include classroom rules, developing a behavior management plan, and behavioral interventions.
  • IRIS Behavior Management Resource Brochure

The Behavior Support Application (Vanderbilt University)

  • The Behavior Support App uses a PBIS framework to guide educators and parents in using empirically supported interventions to address challenging behavior. Topics include: understanding behavior, prevention strategies, using visuals, teaching new skills and replacement behaviors, and how to respond to challenging behavior.
  • FBSApp- Understanding Behavior

 

What to Expect: Behavior Support during the Implementation of Tele-Intervention: 

  • Tele-Intervention (TI) from any multidisciplinary team member may include virtual consultation, direct teaching, modeling and feedback on the implementation of evidence-based strategies as indicated in the student’s IEP, virtual classroom observations, data collection & analysis, and/or the creation of behavior support materials (e.g., visual supports and or data tools). 
  • During times of TI service delivery, ELS will provide behavior support services (BSS) as written on a child’s IEP as a virtual service. 
  • If an Early Childhood Education (ECE) program team member has concerns regarding new or escalating challenging behaviors for a particular child, the ECE team should inform and consult with the child’s IEP team members as soon as possible, so the team can work together towards a positive solution and effective methods of support. 

 

Regional Map

Regional Map

Regional Email Addresses

Regional Email Addresses

Phone: (215) 222-4181

Hours of Operation: Monday to Friday; 8:00 a.m. to 4:00 p.m.

Email Addresses:

ELS North-Northeast - ELS-North-Northeast@elwyn.org

ELS Northwast-Central - ELS-Northwest-Central@elwyn.org

ELS South-West - ELS-South-West@elwyn.org

ELS Chester - ELS-Chester@elwyn.org

Additional Resources

Additional Resources

In Pennsylvania, the Office of Child Development & Early Learning (OCDEL) oversees early childhood programming, as well as early intervention services for eligible young children. Please check out their website for regulatory information, professional development opportunities and more!

Click Here for more information

 

The Early Learning Resource Center (ELRC) in Philadelphia provides a single point-of-contact for families, early learning service providers and communities to gain information and access services that support high quality child care and early learning programs.

Click Here for more information

 

  • I love what I do. I love making the employee experience better. I serve those who serve others.

    Michelle Kukta

    Director of Payroll Services, PA
    Michelle Kukta
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