Skip to Main Content

Presentations and Workshops

Skip to: Audiovisual Presentations Web-based Presentations
Workshop and Conference Presentations

(NOTE: You may need to download the latest version of Adobe Reader for the pdf documents.)

Audiovisual Presentations

Web-based Presentations

    • Screening for Social & Emotional Development & Linking to Program Planning
      Jane Squires, Ph.D
    • Integrating Early Childhood Social Emotional Development into Early Childhood Systems
      Deborah Perry, Ph.D.
    • Social Emotional Work in Early Care and Learning Settings: Working Towards a Systems Approach in Kansas
      Tiffany Smith, Carol Ayres, and Peggy Miksch
  • TACSEI & CSEFEL Webinar on Social Emotional Intervention Resources
    Lise Fox
    This web event hosted by the Technical Assistance Alliance for Parent Centers featured Lise Fox presenting a webinar on TACSEI and CSEFEL's online resources (December, 2009). Please note: the above link will take you to a page outside of the TACSEI website and you will likely need to scroll down to locate and view the presentation.
  • Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder
    Glen Dunlap and Phil Strain
    This web and teleconference event included a recorded on-line presentation and a live teleconference discussion during which participants had the opportunity to ask presenters questions about the topic. Challenging behaviors of young children with autism spectrum disorders (ASD) are the most serious impediment to healthy social, emotional, and intellectual development. Challenging behaviors are a major barrier to inclusive and optimal education and they detract from a family’s quality of life. Therefore, there is a great need for strategies that are effective at preventing challenging behaviors and promoting adaptive social-emotional development. This session provides a discussion of issues related to ASD and prevention of challenging behaviors, and presents a three-tiered framework for organizing prevention and intervention strategies. The prevention approach described in this session is appropriate for home, community and preschool applications. (November, 2009)
  • The Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers
    Judith Carta, Mary Louise Hemmeter, Linda Broyles, and Kathleen Baggett
    This web and teleconference event included a recorded on-line presentation and a live teleconference discussion during which participants had the opportunity to ask presenters questions about the topic. The recorded web presentation features speakers who have begun to apply the Teaching Pyramid to programs serving children from birth to 3 years and their families. Speakers describe how the Teaching Pyramid is being translated to programs for infants and toddlers, measures that can be used for universal screening and for monitoring children’s progress and tools that can verify how well programs are implementing the foundational elements of the pyramid. Additionally, a program director describes her program’s experience with the Teaching Pyramid and the benefits of implementing such a model (September, 2009).
  • Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 2 of 2
    Roxane Kaufmann, Karen Blase, Barbara Smith, Rosemarie Allen, Patricia Wilson, and Valerie Von Behren
    This TACSEI webinar is the second of two related webinars focused on state and program level implementation and sustainability of evidence-based practices. The TACSEI mission and the Pyramid Model are briefly reviewed. Issues and recommendations for implementation and sustainability are covered including financing, infrastructure, and policies. Lessons learned from working within states are also covered, specifically, experiences and recommendations from two states working to sustain the Pyramid Model (May, 2009)
  • Teleconference on Program-Wide PBS: The Pyramid Model
    Lise Fox and Mary Louise Hemmeter
    What is program-wide PBS (Positive Behavior Support) for early childhood? Is it different from the school-wide PBS effort that is being implemented across the nation? How is it related to the adoption of the Pyramid Model? This web and teleconference event included an on-line presentation and teleconference question and answer discussion about program-wide adoption of the Pyramid Model and its relationship to PBS. (May, 2009)
  • Using a Response to Intervention (RTI) Framework to Promote Young Children's Social Development: The Teaching Pyramid Model
    Download the Podcast
    Phil Strain, Lise Fox and Judith Carta
    Response to Intervention Models are being adopted by states to provide a continuum of evidence-based tiered interventions to improve the academic and behavioral outcomes for all students. The RtI problem solving framework offers a promising approach for meeting the needs of all young children within inclusive environments. The discussion includes an overview of the RtI framework, the use of screening and ongoing assessment with the model, implementation of the Pyramid Model as RtI to address social development and behavior, and a discussion of the benefits and challenges associated with the implementation of RtI in early childhood programs. (February, 2009)
  • Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 1 of 2
    Download the Podcast
    Karen Blase, Barbara Smith and Roxane Kaufmann
    This TACSEI webinar is the first of two related webinars focused on state and program level implementation and sustainability of evidence-based practices. The TACSEI mission and the Pyramid Model are briefly reviewed. The primary focus is on how to develop the right infrastructure for implementing evidence-based practices to fidelity and sustaining an effective approach over time. (January, 2009)
  • Moving Right Along Planning Transitions to Prevent Challenging Behavior
    This web presentation offers a discussion of why challenging behavior occurs during transitions, strategies for planning and implementing more effective transitions, ideas for using transitions to teach social skills and emotional competencies, and a planning process for working with children who continue to have difficulty during transitions. (May, 2008)
  • Providing Early Childhood Mental Health Services that Meet the Needs of Young Children and Their Caregivers: Building the Evidence Base
    PowerPoint Presentation
    Lise Fox
    This Technical Assistance Teleconference for Georgetown TA Center on Children's Mental Health featuring Lise Fox discusses how services to young children must be delivered in homes, child care programs and other natural settings to be most effective. Since greater emphasis is being given to evidence-based practices, presenters will share some current programs and practices that are being used across the country. They will share strategies for collecting and using data to evaluate outcomes. (April, 2008)
  • Implementing Positive Behavior Supports within Local Systems
    The adoption of a program-wide, tiered model of social emotional and behavior intervention is being promoted as an effective practice, but what does it take administratively to ensure fidelity of implementation? Lise Fox of TACSEI provides a brief description of a program-wide model and introduces Linda Broyles of the Southeast Kansas Community Action Program (SEK-CAP) who describes the administrative actions necessary for program-wide model adoption, implementation fidelity, and sustaining the effort over time. Linda Broyles is the Deputy Director of SEK-CAP, Inc. and the Director of Early Childhood Services and has championed the program-wide adoption of Positive Behavior Support within her regional Head Start program that is currently in its 7th year of implementation. (January, 2008)
  • Promoting the Social, Emotional and Behavioral Development and Outcomes of Young Children: Recommended Practices and Resources
    A discussion about promoting the social and emotional development of young children. Faculty members Rob Corso, Lise Fox, and Barbara Smith describe a comprehensive prevention, promotion, and intervention framework which integrates evidence-based practices to address the social-emotional and behavioral needs of young children ages birth – five and their families, and identify valuable resources that may be used for personnel preparation, policy and program guidance. (February, 2007)

Workshop and Conference Presentations

2011

  • Fox, L., & Hemmeter, M.L. (September 2011). Supporting implementation of evidence-based practices in the early childhood classroom through performance-based coaching. Third Annual RTI Summit.  Santa Ana, NM.
  • Fox, L. (September 2011). Measuring and improving social-emotional development with the Pyramid Model: A multi-level framework of data collection and use. Measuring and Improving Child and Family Outcomes Conference. New Orleans, LA.
  • Fox, L., & Trivette, C.M. (September 2011). Linking practices to promote language, literacy and social development. Measuring and Improving Child and Family Outcomes Conference. New Orleans, LA.
  • Hemmeter, M.L. (August 2011). The Teaching Pyramid Model for promoting social emotional competence.  Invited National Tour of Australia. Melbourne, Hobart, Adelaide, Perth, Brisbane and Canberra, Australia.
  • Hemmeter, M.L. (August 2011). Using the TPOT in coaching and mentoring around the Pyramid Model. Invited National Tour of Australia Featured Speaker. Melbourne,  Hobart, Adelaide, Perth, Brisbane and Canberra, Australia.
  • Fox, L., Smith, B.J., & Kaufman, R. (August 2011). Integrating mental health and early childhood education: Effective collaboration to improve outcomes for young children with disabilities. OSEP Leadership Mega Conference. Washington, D.C.
  • Winton, P., Trivette, C., Fox, L., Kavulic, C., & Smith, B.J. (July 2011). Connecting practice-based preparation with state systems of professional development: What role can higher education faculty play? 2011 OSEP Projector Directors’ Conference. Washington, D.C.
  • Sugai, G., Fox, L., Kutash, K., & Eber, L. (July 2011). Promoting positive behavioral and mental health in schools: Promising practices from early childhood through high school. 2011 OSEP Project Directors’ Conference.  Washington, D.C.
  • Fox, L., Dunst, C., & Trivette, C. (July 2011). But can they do what you taught them? A discussion about measuring implementation fidelity and its relationship to the adoption and outcomes of early childhood practices. 2011 OSEP Project Directors’ Conference.  Washington, D.C.
  • Hemmeter, M. L. (June 2011). Coaching: It’s all about relationships. National Association for the Education of Young Children Professional Development Institute. Providence, RI.
  • Hemmeter, M.L., Snyder, P., Fox, L. (June 2011). Coaching to support teachers in using the Teaching Pyramid practices. Paper presented at the Annual Meeting of the Society for Prevention Research.  Washington, D.C.

Preliminary results from the first randomized study examining outcomes associated with the Pyramid Model were presented at the Third Conference of the International Society of Early Intervention, May 5, 2011 in New York, NY. The study was conducted within public school classrooms enrolling preschool children with disabilities in Florida and Tennessee.

Summary: Teachers in the experimental condition who received training and coaching demonstrated statistically significant differences in their implementation of Pyramid Model practices. Children enrolled in the experimental classrooms implementing the Pyramid Model demonstrated statistically significant differences in their social skills. Target children in the experimental classrooms had statistically significant reductions in problem behavior.

Powerpoints presented at this conference are provided below.

  • Professional Development in Embedded Instruction
    Mary McLean, Ph.D.; Patricia Snyder, Ph.D.; Susan Sandall, Ph.D.; Mary Louise Hemmeter, Ph.D.
    Trouble downloading? Read this document online.
  • Professional Development Related to the Teaching Pyramid Model for Addressing the Social Emotional Development and Challenging Behavior of Young Children
    Mary Louise Hemmeter, Ph.D.; Lise Fox, Ph.D.; Patricia Snyder, Ph.D.
    Trouble downloading? Read this document online.
  • Coaching to Support Fidelity of Implementation of Evidence-Based Practices in Inclusive Early Childhood Settings
    Patricia Snyder, Ph.D.; Mary Louise Hemmeter, Ph.D.; Lise Fox, Ph.D.
    Trouble downloading? Read this document online.
  • Issues Associated with Measuring the Implementation Fidelity of Classroom Practices
    Lise Fox, Ph.D.; Patricia Snyder, Ph.D.; Mary Louise Hemmeter, Ph.D.
    Trouble downloading? Read this document online.
  • Hemmeter, M.L., Synder, P., Fox, L., & Algina, J. (April 2011). Efficacy of a classroom wide model for promoting social-emotional development and preventing challenging behavior.  Paper presented at the annual meeting of the American Educational Research Association.  New Orleans, LA.
  • Baggett, K. (April, 2011). Applying the Pyramid Model within Birth Three Programs to Support Social-Emotional Development. Workshop proposal for the National Head Start Conference. Kansas City, MO.
  • Smith, B. (April, 2011). Challenges to Inclusion. Pyramid Plus State Conference. Denver, CO.
  • Strain, P. (April, 2011). The Importance of Inclusion in the Pyramid Model. Pyramid Plus State Conference. Denver, CO.
  • Dunlap, G., Fox, L., & Strain, P. (March, 2011). Systems change in early intervention: Positive behavior support as a statewide approach. 8th International Conference onPositive Behavior. Denver, CO.
  • Fox, L. (March, 2011). Using data-based decision-making for PW-PBS in community early childhood programs. 8th International Conference on Positive Behavior Support. Denver, CO.
  • Fox, L., Binder, D., & Hemmeter, M.L. (March, 2011). An Experimental evaluation of implementing PBS in childhood special education classrooms. 8th International Conference on Positive Behavior Support.  Denver, CO.
  • Hemmeter, M.L. (March 2011). The efficacy of the Teaching Pyramid model.  Office of Head Start Summit. Bethesda, MD.

2010

  • Fox, L. (December 2010). Building the capacity of early childhood programs to address challenging behavior.  TASH 35th Annual Conference.  Denver, CO.

  • Hemmeter, M.L. (December 2010). Coaching caregivers to implement effective practices that support the social emotional development of very young children: Using the CSEFEL Framework. Zero to Three National Training Institutes, Phoenix, AZ.

  • Hemmeter, M.L., & Kinder, K. (November 2010). The Pyramid Model for Promoting Social Emotional Competence: Background, basics, and nuts and bolts. Association for the Education of Young Children. Anaheim, CA.

  • Baggett, K., & Carta, J. (October 2010). Social-Emotional Development of Infants and Toddlers with and At Risk for Disabilities: The Pyramid Model.  14th Annual Birth to Three Institute. Washington, D.C.

  • Baggett, K. (October 2010). Interventions for Promoting Social-Emotional Competency in Young Children: Monitoring Progress.  DEC 2010 Annual Conference. Kansas City, MO.

  • Challenging Behaviors, Autism Spectrum Disorders, and Prevent-Teach-Reinforce
    Also available in PowerPoint
    Read this presentation online
    Glen Dunlap, Phil Strain, Kelly Wilson
    Division for Early Childhood (DEC) Annual Conference
    October 16, 2010
    Kansas City, MO
    Description: This was a 75-minute presentation focusing on approaches for addressing serious challenging behaviors of children with autism, aged 3-8.  The Prevent-Teach-Reinforce model is presented with some research data.

  • Fox, L. (October 2010). Changing practices, changing systems, changing lives. BC Centre for Ability conference on a framework for the development of social emotional competence. Burnaby, BC, Canada.

  • Hemmeter, M.L., & Fox, L. (October 2010). Data-based decision making and the Pyramid Model: Measurement considerations.  Invited presentation at the 2nd Annual Early Childhood Response to Intervention Conference. Kansas City, MO.

  • Hemmeter, M.L., & Fox, L. (October 2010). Statewide scale-up of the Teaching Pyramid for promoting social emotional competence and addressing challenging behavior. 2nd Annual Early Childhood Response to Intervention Conference. Kansas City, MO.

  • Hemmeter, M.L., & Artman, K. (October 2010). Distance coaching and teachers’ acceptance and use of a tiered intervention model.  Poster presented at the DEC 26th Annual International Conference on Young Children with Special Needs and Their Families. Kansas City, MO.

  • Hemmeter, M.L., & Baggett, K. (October 2010). Interventions for promoting social emotional competency in young children: Monitoring progress.  Roundtable discussion at DEC 26th Annual International Conference on Young Children with Special Needs and Their Families. Kansas City, MO.

  • Hemmeter, M.L., & Fox, L. (October 2010). A closer look at coaching: Supporting early childhood practitioners’ implementation of a multi-component intervention. Poster presented at DEC 26th Annual International Conference on Young Children with Special Needs and Their Families. Kansas City, MO.

  • Hemmeter, M.L., & Fox, L. (October 2010). Coaching teachers to implement interventions with fidelity: Preliminary findings from two studies.  DEC 26th Annual International Conference on Young Children with Special Needs and Their Families. Kansas City, MO.

  • Hemmeter, M.L. (October 2010). An orientation to infant toddler CSEFEL: Understanding social and emotional development and behavior.  14th Annual Birth to Three Institute.  Washington, D.C.

  • Hemmeter, M.L. (October 2010). The Teaching Pyramid: A classroom-based model for addressing social emotional development and challenging behavior in preschool children. Invited presentation to the Yale University Zigler Center’s Social Policy Lecture Series. New Haven, CT.

  • Smith, B. (October 2010). Challenges to Inclusion - keynote.  Pyramid Plus Inclusion Conference. Denver, CO.

  • Hemmeter, M.L., & Fox, L. (August 2010). Changing Systems, Changing Practices, Changing Lives.  Federal Early Childhood Summit 2010. Washington, D.C.

  • Fox, L. (July 2010). A discussion on interpreting current data on children’s social relationships.  Measuring Child and Family Outcomes Preconference. 2010 OSEP Leadership Mega Conference.  Washington, D.C.

  • Fox, L., & Binder, D. (July 2010). Implementing evidence-based practices in the early childhood classroom:  The role of coaching in professional development.  OSEP Project Director’s Meeting.  Washington, D.C.

  • Artman, K. (June 2010). The efficacy and feasibility of implementing technology-based feedback interventions to improve teachers’ classroom performance.  Head Start Research Conference.  Washington, D.C.
  • Blase, K. (June 2010). Implementing Evidence-Based Programs and Building System Capacity.  State Leadership Team Members and MDE Staff.  Minneapolis, MN.
  • Dunlap, G. (June 2010). The most challenging behaviors:  Functional assessment and positive behavior support. Learning Supports Conference.  Ames, IA.
  • Hemmeter, M.L., & Fox, L.  (June 2010). Examining the potential efficacy of a classroom wide model for promoting social emotional development and addressing challenging behavior in preschool children.  Poster presented at IES project directors’ meeting.  Washington, D.C.
  • Hemmeter, M.L. (May 2010). Promoting Positive Social Emotional Development.  SAMHSA’s National Children Mental Health Awareness Day.  Washington, D.C.
  • Smith, B. (May 2010). Scaling-up the Pyramid Model for Promoting Young Children’s Social Emotional Competence and Special Quest Approach for Inclusion: The Colorado Pyramid Plus Center.  FPG Inclusion Conference. Chapel Hill, NC.
  • Artman, K., & Hemmeter, M.L. (April 2010). Support beyond training: Teachers’ responses to coaching and effects on classroom practices.  CEC.  Nashville, TN.
  • Fox, L., & Hemmeter, M.L. (April, 2010). The Teaching Pyramid: A framework for implementing promotion, prevention, and intervention.  Council for Exceptional Children Annual Conference.  Nashville, TN.
  • Hemmeter, M.L. (April 2010). After RCTs are over: What are the factors that influence what happens to an intervention?  American Educational Research Association.  Denver, CO.
  • Dunlap, G. (March, 2010). The creation and the promise of PBS: The legacy of Edward G. Carr.  7th International Conference on Positive Behavior Support. St. Louis, MO.
  • Dunlap, G. (March, 2010). A multitiered model for preventing challenging behaviors of students with autism.  7th International Conference on Positive Behavior Support. St. Louis, MO.
  • Dunlap, G., & Fox, L. (March, 2010).  Nationwide Capacity Building to Prevent Challenging Behavior of Young Children.  7th International Conference on Positive Behavior Support. St. Louis, MO.
  • Fox, L., & Binder, D. (March, 2010). Including preschoolers in school-wide PBS: Being evidence-based and developmentally appropriate.  7th International Conference on Positive Behavior Support. St. Louis, MO.

  • Fox, L. (February, 2010). The Teaching Pyramid: Connecting Curriculum, Assessment, and Instruction for Effective Early Childhood Outcomes.  Results Matter Institute. Omaha, NE.

  • Fox, L. (February, 2010).  The Teaching Pyramid as Early Childhood Response to Intervention.  Results Matter Institute. Omaha, NE.

  • Fox, L., Greenwood, C., Sheridan, S. (February, 2010).  What do we expect of treatment integrity in early childhood RtI? Conference on Research Innovations in Early Intervention. San Diego, CA.

  • Dunlap, G. (January, 2010).  A standardized approach for individualizing school-based interventions for the challenging behaviors of students with autism.  4th Annual ABAI Autism Conference. Chicago, IL.

  • Evidence Based Practices to Reduce Challenging Behavior
    Also available in PowerPoint
    Read this presentation online
    Lise Fox
    Opening Minds Conference of the Chicago Metro AEYC
    January 28, 2010
    Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.

2009

2008

  • Using a Response to Intervention Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model
    Lise Fox and Judy Carta
    Presented at the OSEP Early Childhood Conference
    www.nectac.org/~meetings/national2008/
    Washington, DC
    December, 2008
    Description: Response to Intervention Models are being adopted by states to provide a continuum of evidence-based tiered interventions to improve the academic and behavioral outcomes for all students. The RTI problem solving framework offers a promising approach for meeting the needs of all young children within inclusive environments. The discussion will include the use of screening and ongoing assessment, implementation of the Pyramid Model as RTI, and a discussion of the benefits and challenges associated with the implementation of RTI in early childhood programs.
  • Response to Intervention:  What do we know and what does it look like?
    Judy Carta and V. Buysse
    OSEP Early Childhood Conference
    Washington, DC
    December, 2008
    Description: An overview of RtI in early  childhood and a discussion of the some of the ways it is different from RtI in settings for older children.
  • Effective Interventions for Promoting Social Development:  Implementing and Sustaining Evidence-Based Practices
    Barbara J. Smith and Lise Fox
    Presented at 2008 OSEP National Early Childhood www.nectac.org/~meetings/national2008/Washington, DC
    December, 2008
    Description: Two national centers (Technical Assistance Center on Social Emotional Interventions for Young Children and the Center on the Social Emotional Foundations for Early Learning) will provide guidance on the adoption, implementation, and scaling up of evidence-based practices to promote young children’s social development.  Information on program models, resources, and critical features of sustainable programs will be provided.
  • Building the capacity of programs to promote social development and address the challenging behavior of young children with disabilities 
    Lise Fox
    2008 Annual Meeting of the Association of University Centers on Disabilities
    www.aucd.org
    Washington, DC
    November, 2008
    Description:  The Technical Assistance Center on Social Emotional Intervention for Young Children offers systems, programs, and practitioner resources for promoting young children’s social competence and addressing challenging behavior. The project director for the center will discuss the intervention approaches and provide information essential to the delivery of intervention services.
  • Coaching teachers in the teaching pyramid model 
    Rochelle Lentini and Lise Fox
    Early Childhood Council Conference
    Tampa, Florida
    November, 2008
    Description:  The presenters will describe how classroom coaching is used to support teachers in the implementation of the teaching pyramid model.
  • PBS goes to preschool.  Post-Conference workshop
    Lise Fox, Rochelle Lentini and Mary Louise Hemmeter
    Annual DEC International Conference on Young Children with Special Needs and their Families. 
    Minneapolis, Minnesota
    October, 2008
    Description:  The implementation of school-wide positive behavior support (PBS) is occurring in school districts across the nation with impressive outcomes for students and teachers.  This workshop will describe the translation of the model for implementation within early childhood programs to promote young children’s social development and address challenging behavior.  Practitioners and administrators interested in implementing this approach will receive information on the program-wide PBS model, the readiness for and steps to adoption, and tools for the measurement of implementation fidelity and outcomes.
  • Building the capacity of programs to promote social development and address behavior
    Lise Fox, Barbara Smith and Phil Strain
    Annual DEC International Conference on Young Children with Special Needs and their Families
    Minneapolis, Minnesota
    October, 2008
    Description:  The Technical Assistance Center on Social Emotional Intervention for Young Children offers systems, programs, and practitioners resources for promoting young children’s social competence and addressing challenging behavior. Center faculty will discuss the intervention approach and provide information essential to the delivery of services.
  • Conversations on the meaning and implications of RtI in early childhood
    Judy Carta
    Presented at the Division for Early Childhood
    Minneapolis, Minnesota
    October, 2008
    Description: A discussion of some of the critical issues in translating RtI to early  childhood with researcher and program administrators
  • A systems approach for improving services to young children with and at-risk for disabilities 
    Lise Fox, Glen Dunlap
    Presented at the 2008 National Forum for Implementers of School-Wide PBS.
    www.pbis.org
    Chicago, Illinois
    October, 2008
    Description:  This session will offer an overview of issues related to improving systems to implement evidence-based practices throughout early intervention and preschool programs. The conceptual framework (Pyramid Model) and a new national technical assistance project (TACSEI) will be described, followed by a presentation describing state and program implementation.
  • What will it take to improve outcomes for young children with disabilities? Scaling up the use of evidence based practices
    Lise Fox, Charlie Greenwood and Beth Rous
    Presented at the 2008 OSEP Project Directors’ Conference
    Washington, D.C.
    July, 2008
    Description: Over the past several years, States have made significant progress in developing and implementing early childhood outcome accountability systems. These systems collect and report data related to the three required OSEP child outcomes. As work continues in ensuring that State accountability systems yield valid and reliable data, a focus is needed on the approaches and strategies for improving child outcomes in the future. Panelists in this session will address "what it will take" through the lens of three critical perspectives: (1) technical assistance with evidence-based practice, (2) State early childhood systems, and (3) higher education research and professional development.
  • TACSEI – TA Focus, Form and Functions
    Karen A. Blase, Lise Fox, and Glen Dunlap
    Presented at the 2008 OSEP Project Director’s Meeting
    July, 2008
    Description:  This presentation examines the types of Technical Assistance that are aligned with specific ‘customers’ and desired outcomes.  The presentation reviews the importance of clearly operationalizing the intervention using a TPOT item as the example, as well as the importance of operationalizing implementation strategies.  A cascading logic model is used to illustrate how intervention strategies at one level become TA outcomes at the next level.
  • A family-centered model of behavior support for young children with serious challenging behaviors
    Glen Dunlap
    Presented at the 4th Annual Colorado Positive Behavior Support Symposium
    Denver, Colorado
    July, 2008
    Description: This presentation provided a brief overview of a family-centered program, based on positive behavior support, for toddlers and preschool-aged children with serious challenging behaviors. The “Individualized Support Program” has been in development for over 20 years and has been applied with a broad range of children and families in numerous geographical regions of the country.
  • An Introduction to Preschool PBS
    Lise Fox
    Presented at the 4th Annual Colorado Positive Behavior Support (PBS) Pre-Symposium and Symposium
    Denver, Colorado
    July 2008
    Description: Dr. Lise Fox, an expert researcher in the area of challenging behaviors in young children, will provide an introduction and overview of preschool PBS; the Pyramid Model. Dr. Fox will present a framework for how PBS and the Pyramid Model practices can be integrated in order to have a seamless positive behavior supports system.
  • Implementation of Preschool PBS
    Lise Fox
    Presented at the 4th Annual Colorado Positive Behavior Support (PBS) Pre-Symposium and Symposium
    Denver, Colorado
    July 2008
    Description: Dr. Fox will discuss the nuts and bolts of getting started and implementing preschool PBS. Topics will include: administrative supports, overview of the Pyramid Model materials, providing trainings to coaches, teachers, and other staff, data collection and program evaluation.
  • Promoting children’s social emotional development and addressing challenging behavior: Supporting teachers’ use of effective practices
    Lise Fox and Mary Louise Hemmeter
    Presented at NAEYC 2008 National Institute for Early Childhood Professional Development
    New Orleans, LA
    June, 2008
  • PBS goes to preschool: Implementing the teaching pyramid
    Lise Fox
    Presented at the 5th International Conference on Positive Behavior Support
    Chicago, Illinois
    March, 2008
    Description: The Pyramid Model describes the practices involved in the implementation of PBS within early childhood programs. Illustrations of the implementation of the model in child care, Head Start, and public school classrooms and information on resources for facilitating program adoption will be shared.

Prior to 2008

  • Teach me what to do! Strategies for Supporting Young Children’s Social/Emotional Development and Preventing Challenging Behavior
    Mary Louise Hemmeter and Lise Fox
    Presented at the 15th Annual National Association for the Education of Young Children National Institute for Early Childhood Professional Development
    November, 2006
    Atlanta, GA
  • Positive Behavior Support for Toddlers with Challenging Behavior in Typical Routine
    Lise Fox, Shelley Clark, and Michelle Duda
    Presented at the 3rd International Conference on Positive Behavior Support
    October, 2006
    Reno, NV
    Description: This presentation examines the effectiveness of positive behavior support for toddlers who exhibit challenging behavior and their families. Two within-subject time-series studies are provided to describe the components of both the intervention and child/family outcomes.
  • KIDS: A Longitudinal Study of Young Children’s Development and Challenging Behavior
    Glen Dunlap, Judy Carta, Maureen Conroy, and Lise Fox
    Presented at the 5th Biennial Conference on Research Innovations in Early Intervention
    February, 2006
    San Diego, CA
    Description: The KIDS study is a longitudinal, descriptive examination of the developmental characteristics and trajectories of young children (18-48 months at enrollment) with or at risk for challenging behavior. The study was initiated in 2003 at 6 sites in 5 states and there are 260 children enrolled. A variety of child, family, and ecological variables are being measure with the goal of identifying factors related to differences in growth functions and school readiness. This panel will describe the methods and initial findings of the study and facilitate discussion regarding key issues in multi-site longitudinal research and challenging behavior.
  • Adopting the teaching pyramid: Effective practices for promoting social competence and addressing challenging behavior
    Lise Fox, Mary Louise Hemmeter, Nancy Little, Doreen Altieri, Cary Spinoza, and Sharon Doubet
    Presented at the 14th Annual National Association for the Education of Young Children National Institute for Early Childhood Professional Development
    December, 2005
    Washington, DC
  • A program-wide model for implementing positive behavior support in early education settings
    Lise Fox, Susan Jack, Mary Louise Hemmeter, and Sharon Doubet
    Presented at the 21st Annual Division of Early Childhood International Conference on Young Children with Special Needs and Their Families
    October, 2005
    Portland, OR
  • Program-wide approaches for addressing young children’s challenging behavior
    Lise Fox, Mary Louise Hemmeter, Sharon Doubet, and Linda Broyles
    Presented at the Association of Positive Behavior Support 2005
    March, 2005
    Tampa, FL
    Description: Program-wide positive behavior support offers early childhood programs an effective way to prevent and address young children’s challenging behavior. In this session, the presenters will discuss the application and outcomes of program-wide pbs in early childhood settings including a public school early childhood center and a regional Head Start program. The presentation will include a discussion of the unique challenges associated with early childhood program-wide pbs and provide information that will assist in program adoption.
  • Early intervention for children with serious challenging behaviors: Strategies and recent research
    Glen Dunlap and Lise Fox
    Presented at the Association of Positive Behavior Support 2005
    March, 2005
    Tampa, FL
    Description: This session will provide a description of positive behavior support strategies from working with two- and three-year-old children who exhibit challenging behaviors that impede learning opportunities for themselves and their peers. The presentation will include a review of effective procedures for implementation by teachers and parents along with recent research data collected in home and preschool environments.
  • PBS for children and families in the Part C System: An early intervention model
    Lise Fox, Shelley Clarke, and Michelle Duda
    Presented at the Association of Positive Behavior Support 2005
    March, 2005
    Tampa, FL
    Description: This session will provide an overview of an early intervention project that integrates PBS within the Part C service delivery system. The presenters will describe the model and demonstrate through case-study illustration the participation of a young child and a sibling set who displayed challenging behavior. Teams were established with family members implementing all interventions during typical routines. Utilizing an experimental design, empirical data was collected on challenging behavior, engagement, parent interaction, and social validation. Outcome measures indicated positive changes in child behavior and parent satisfaction.
  • EIPBS: A prevention – proactive approach for toddlers with challenging behaviors
    Kathleen Hague Armstrong and Lise Fox
    Presented at the 20th Annual Division of Early Childhood International Conference on Young Children With Special Needs and Their Families
    December, 2004
    Chicago, IL
    Description: EIPBS is an OSEP-funded research project intended to demonstrate the efficacy of utilizing positive behavior support with toddlers in the Part C System. This session will cover the EIPBS model of care; project implementation; evaluation data (including single-subject design, pre-post assessments, interview, focus groups); and next steps.
  • Supporting young children with challenging behavior
    Rochelle Lentini and Lise Fox
    Presented at TASH 2004
    November, 2004
    Reno, NV
  • Positive behavior support for young children with challenging behavior
    Glen Dunlap and Lise Fox
    Presented at TASH 2004
    November, 2004
    Reno, NV
  • Using Restricted Interests of Young children with Autism to Increase Their Social Behavior with Peers
    Brian A. Boyd, Maureen A. Conroy and Peter J. Alter
    Presented at the 28th Annual Teacher Educators for Children with Behavioral Disorders Conference
    October, 2004
    Tempe, AZ
    Description: This presentation discusses the social skill and restricted interest literature for children with autism. A strategy for using restricted interests as an antecedent based intervention is presented along with data to support this strategy.
    Presenters:
  • Addressing Challenging Behavior in Early Childhood Settings: Strategies for Teacher
    Maureen Conroy
    Presented at the Division of Early Childhood Recommended Practices Training Series
    September, 2004
    Erlanger, KY
    Description: This presentation provides an overview of how to work with children who demonstrate challenging behaviors. Specifically, techniques for identifying the reasons children engage in challenging behaviors, assessing challenging behaviors, and proactive interventions are discussed.
  • Behaviour Support and Families: Inseparable Concerns (Keynote address)
    Glen Dunlap
    Given at the Sixth Biennial National Early Childhood Intervention
    July, 2004
    Australia
  • Effective strategies for young children with serious problem behaviors: A family-centered program model
    Glen Dunlap
    Presented at the Sixth Biennial National Early Childhood Intervention
    July, 2004
    Australia
  • A Descriptive Analysis of Positive Behavior Support Research with Young Children with Challenging Behavior
    Maureen Conroy, Glen Dunlap and Shelley Clarke
    Presented at the 27th Annual Conference on Severe Behavior Disorders of Children and Youth
    November, 2003
    Tempe, AZ
    Description: Positive behavior support (PBS) is one area of intervention research that has only recently begun to be used with young children. PBS is a term that refers to a group of intervention strategies that are highly individualized, based on scientific principles and empirical data, grounded in person-centered values, and designed to prevent the occurrence of challenging behaviors. PBS interventions generally involve instruction to enhance the capacity of a child to manage his or her social environment and/or environmental modification to promote desirable behavior and remove or ameliorate triggers for challenging behaviors. This presentation provided a synthesis of the empirical, peer-reviewed literature in PBS with young children (six years and younger) who display challenging behaviors. A comprehensive review of the literature was presented across four categories of PBS: (1) Functional assessment and assessment-based interventions: (2) Functional communication Training, (3) Self-management, and (4) Choice making. A critique of the current literature and future research directions were discussed.
  • Challenging Behaviors: Evidence-Based Strategies Promoting the Social-Emotional Development of Young Children
    View presentation 1
    View presentation 2
    Matt Timm
    Presented at the 33rd Annual National Black Child Development Institute Conference
    October, 2003
    New Orleans, LA
  • Evidence-Based Practices for Young Children with Challenging Behavior: Syntheses of Existing Knowledge
    Glen Dunlap, Phillip Strain and Lee Kern
    Presented at the Association for Behavior Analysis 29th Annual Convention
    May, 2003
    San Francisco, California
    Description: This presentation offered summaries of comprehensive syntheses of the published evidence related to interventions for challenging behaviors in the repertoires of young children.
  • Positive Behavior Support and Young Children with Challenging Behavior
    Lise Fox and Glen Dunlap
    Presented at the 2003 Council for Exceptional Children Annual Convention and Expo
    April, 2003
    Seattle, Washington
    Description: Increasing attention is being devoted to the challenging behaviors of toddlers and preschoolers who have disabilities or who are at risk for disabilities. Research has shown that positive behavior support (PBS) can be an effective approach for preventing and resolving serious behavioral challenges exhibited by these children. This session described practical PBS strategies for promoting desirable, pro-social interactions and preventing and reducing behavior problems of young children in home, child care, and preschool settings.
  • Evidence-Based Practice for Young Children with Challenging Behavior
    Glen Dunlap, Lee Kern and Micki Ostrosky
    Presented at the First International Conference on Positive Behavior Support
    March, 2003
    Orlando, Florida
    Description: This presentation provided descriptions of a comprehensive analysis of evidence-based practices related to interventions for young children with challenging behavior. The investigation focused on the functioning of service systems and the empirical knowledge related to intervention strategies. The study was conducted under the auspices of the OSEP Center on Evidence-Bases Practice: Young Children with Challenging Behavior. This session will emphasize the status of knowledge related to social skills procedures, peer-mediated strategies, stimulant medications, and positive behavior support.

Return to Top