Welcome to TACSEI
Announcing an exciting new opportunity to build on and expand TACSEI work!
We are pleased to announce that some of the TACSEI staff will be working with the new OSEP funded Early Childhood Technical Assistance Center (ECTA Center) to assist states in their efforts to improve systems and services related to children with disabilities. This work will keep the Pyramid and TACSEI initiatives available as we continue to help states build their capacity to implement and scale-up evidence based practices including those to support children’s social emotional competence. See Co-Director Lynne Kahn's announcement on the home page of the ECTA Center’s new website.
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use.
TACSEI is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs.
Looking for materials for older children? Check out the Positive Behavior Interventions and Supports site for more resources!
What's New
Watch the TACSEI December Webinar and read the latest additions to the Backpack Connection Series!
- Webinar: Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors
- How to Help Your Child Recognize and Understand Disappointment
- How to Help Your Child Recognize and Understand Frustration
- How to Help Your Child Transition Smoothly Between Places and Activities
- Pyramid Model
- Centers
- Connect
- Quick Links
- Events
Copyright 2011 © TACSEI. All rights reserved. Contact the webmistress.
This website was made possible by grant #H326B070002 which is funded by the U.S. Department of Education, Office of Special Education Programs. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency, nor does publication in any way constitute an endorsement by the funding agency.