 | Unpacking the Pyramid Model : A Practical Guide for Preschool Teachers For more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development. Now thereâe(tm)s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms. Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2-5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized. Ideal for use in teacher trainings, preservice methods courses, and individual professional development, Unpacking the Pyramid Model will give current and future educators the foundational skills they need to promote positive behavior and build all young childrenâe(tm)s social‐emotional competence. Learn how to use the Pyramid Model to: Construct a positive classroom environment that supports access and engagement for all students Develop predictable schedules and routines that maximize participation and learning Clearly define and teach behavior expectations and rules Deliver intentional, explicit instruction in social‐emotional competence Support smooth and streamlined transitions that prevent challenging behavior Create a culture of friendship and actively teach children friendship skills Teach children about emotions and help them develop a âeoefeeling vocabularyâe Give children the skills they need to solve interpersonal problems appropriately Provide individualized support for children with persistent challenging behaviorEleanor Bold is a doctoral student in the Child, Family, and School Psychology program at the University of Denver (DU) and is a graduate research assistant in DUâe(tm)s Positive Early Learning Experiences Center. Bold earned her bachelorâe(tm)s degree from Washington and Lee University in Lexington, Virginia. She spent several years working at the Duke Center for Child and Family Policy supporting the implementation and evaluation of multiple community-based programs before starting at DU. Eleanor is passionate about early intervention and education for all children. Edward (Ted) Bovey was an original contributor to the development of the Pyramid Model preschool training modules. Ted continues to work on the development, research, and dissemination of Pyramid Model practices through the lens of Pyramid Model implementation in inclusive classrooms and with diverse populations. Dr. Cheathamâe(tm)s scholarship focuses on the provision of effective, appropriate, and equitable services for young children and families from culturally and linguistically diverse backgrounds. He has a particular interest in language diversity, including bilingualism for families and children considered at-risk and those who have disabilities. Dr. Doubet has enjoyed more than 40 years in the early childhood field in a variety of capacities. Her most memorable experiences include working with parents, children, and care providers in multiple states and international settings. Currently, Dr. Doubet is a professor at Illinois State University, with a research focus on the social-emotional development of young children. Dr. Ferro is Associate Professor in the Florida Center for Inclusive Communities at the University of South Florida. Her research is primarily focused on individualized interventions and prevention. Currently, Dr. Ferro provides training and technical assistance on implementing the Pyramid Model to statewide leadership teams, program coaches, and program-wide leadership teams for the National Center for Pyramid Model Innovations. Adrienne Golden is a doctoral student at Vanderbilt University and works with Dr. Mary Louise Hemmeter. Adrienne holds a masterâe(tm)s degree in Early Childhood Special Education from Vanderbilt University and is a Board Certified Behavior Analyst. Prior to pursuing her doctorate, Adrienne taught for 6 years in inclusive preschool classrooms, where she implemented the Pyramid Model. Currently, Adrienne is researching sustainable models for coaching teachers on the implementation of Pyramid Model practices (e.g., reciprocal peer coaching). Shawna Harbin is a doctoral student at the University of Washington where she studies early childhood special education. Prior to returning to graduate school, Shawna worked for several years as a special educator in early intervention and preschool settings. Shawnaâe(tm)s areas of interest include social-emotional learning for young children, family coaching, and equitable partnerships between professionals and families in early childhood special education. Abby Hodges is a doctoral student at the University of Denver where she studies Child, Family, and School Psychology. Abby is a graduate research assistant at the Positive Early Learning Experiences Center where she assists with a number of projects including research and assistance with implementation of the LEAP Model, Pyramid Model, and Prevent-Teach-Reinforce for Young Children. Abbyâe(tm)s professional and research interests include the assessment and treatment of challenging behavior in young children and collaborating with teachers and caregivers to implement interventions with fidelity. Amy Hunter is Assistant Professor at Georgetown Universityâe(tm)s Center for Child and Human Development. Currently, Amy oversees the mental health section of the Head Start National Center on Early Childhood Health and Wellness. Amy is also faculty on the Substance Abuse and Mental Health Services Administration-funded National Center of Excellence on Infant/Early Childhood Mental Health Consultation. Previously, Amy served in many positions at ZERO TO THREE: National Center for Infants, Toddlers, and Families, including as Director of Program Operations for the Early Head Start National Resource Center and Project Director for the Infant Toddler Center on the Social Emotional Foundations of Early Learning project. For 20 years, Amy has been involved in early childhood mental health, including providing training and technical assistance on early childhood mental health consultation to individuals and groups around the country. Dr. Kinder is Research Associate at Vanderbilt University in Nashville, Tennessee. She coordinates a variety of research studies focused on the Pyramid Model and practice-based coaching. Dr. Kinder has worked for more than 15 years in public and lab school settings in a variety of roles, including associate director, coach, and teacher. Her professional interests include inclusive education, embedded instruction, building collaborative partnerships, and supporting coaches in the field. Jarrah Korba currently is serving children with disabilities through a behavior analysis clinic. Jarrah holds a masterâe(tm)s degree in Early Childhood Special Education and is a Board Certified Behavior Analyst. Jarrahâe(tm)s focuses include challenging behavior and autism. Rochelle Lentini is a consultant and trainer. In 2006âe"2018, she directed the University of South Floridaâe(tm)s Program-Wide Positive Behavior Support project. She is a Pyramid Model Consortium faculty member and one of the first innovators to contribute to the design of the Pyramid Model. In addition, Rochelle is CEO of the Purple Playas Foundation, a non-profit providing hope to children with chronic illness. Her primary areas of interest are in Positive Behavior Support, early childhood education, inclusion, practice-based coaching, raising a child with chronic illness, and family-centered supports. Dr. Milam is Assistant Professor in the Department of Education at York College of Pennsylvania. She received her doctoral degree in Early Childhood Special Education from Vanderbilt University. Dr. Pokorski is an early childhood special educator and Board Certified Behavior Analyst whose work focuses on improving the lives of young children with disabilities and their caregivers. Her research targets interventions that foster foundational skill development--such as adaptive and social skills--and prevent and address challenging behavior in this population. Ron Roybal currently is working at the University of Denver for the Morgridge College of Education after 15 years at the University of Colorado at Denver. His responsibilities have included the LEAP USA and LEAP Outreach projects, the Professional Development in Autism project, the Colorado Autism Project, the Technical Assistance Center on Social Emotional Intervention for Young Children, and Social Emotional Foundations of Early Learning. He presents at national challenging behavior conferences and professional development/staff development days around the country. Prior to being an educational consultant, Ron was a teacher in an early childhood inclusive classroom for students diagnosed with autism spectrum disorder and typically developing students. Dr. Santosâe(tm)s research focuses on young children with disabilities and their families in the context of early intervention and early childhood special education services. She is interested in developing an understanding of the ecologic influence of families and culture on parents and professionals in facilitating young childrenâe(tm)s development and learning. Through her research, teaching, and public service activities, Dr. Santos aims to make a positive impact on the lives of children with disabilities and their families by enhancing the practices of professionals who work directly with these children and families. Her prior experiences as a preschool teacher, special educator, and administrator in inclusive settings have greatly influenced her work in academia. Dr. Schnitz is Assistant Research Professor at Juniper Gardens Childrenâe(tm)s Project. Dr. Schnitzâe(tm)s line of inquiry focuses on supporting pre- and in-service teachers to implement evidence-based practices and families to promote social-emotional competence and address challenging behaviors in young children. Alana evaluated the efficacy of the Positive Solutions for Families Intervention for her dissertation and has worked on research projects related to the Pyramid Model for more than 10 years. Dr. Shannon is Assistant Research Scientist at the University of Florida in the Anita Zucker Center for Excellence in Early Childhood Studies. Dr. Shannon has been working in the field of early childhood studies for more than 15 years, teaching in school- and center-based inclusive early childhood programs and providing professional development and coaching to teachers, coaches, and administrators in public, private, and Head Start settings. Dr. Quesenberry is Professor at Illinois State University in the School of Teaching and Learning. Dr. Quesenberry has more than 20 years of experience working in the field of early childhood special education. She received her doctorate in Early Childhood Special Education from the University of Illinois at Urbana-Champaign in 2007. Her research interests include young childrenâe(tm)s social-emotional development, educatorsâe(tm) professional development, and early childhood policy. Dr. Jessica K. Hardy is currently Assistant Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Dr. Hardy received her doctorate in early childhoo |
