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All TACSEI Resources

Recommended Practices Handouts 

The following handouts offer professionals and family members information on evidence-based recommendations for a variety of topics.  Copying and distribution of these documents is encouraged.

Other Handouts

  • Challenging Behavior Fact SheetFacts About Young Children with Challenging Behavior
    Young children with challenging behavior have a significant risk of continued problems, school failure, and social adjustment problems. This fact sheet provides a summary of the research on the significance of the issue, the social costs associated with young children who have challenging behavior, and the importance of early intervention.
  • Pyramid Model HandoutPyramid Model Handout
    This handout illustrates the various levels of the Pyramid Model in a format that is easy to print and ideal for distribution.
  • The Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children Fact SheetThe Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children Fact Sheet
    This four-page fact sheet provides an overview of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. Specifically, this fact sheet describes the three tiers of intervention practice: universal promotion for all children; secondary preventions to address the intervention needs for children at risk of social emotional delays, and tertiary interventions needed for children with persistent challenges. Additionally, six key assumptions that were made during the design process about how the Pyramid Model would be implemented are outlined.

Brochures and Booklets

  • Program-Wide Positive Behavior SupportProgram-Wide Positive Behavior Support
    This booklet provides a report on the program-wide implementation of the "Teaching Pyramid" within a Head Start Program. The Southeast Kansas Community Action Program (SEK-CAP) provides information on the implementation of the model and the outcomes for the children, families, teachers, and program.
  • Positive Solutions for FamiliesPositive Solutions for Families
     This four-page brochure provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life. This product is also available in Spanish.

Papers

  • Response to Intervention and the Pyramid ModelResponse to Intervention and the Pyramid Model
    Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood programs. This paper provides an overview of RtI and discusses the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) and its application for promoting young children’s social competence and preventing behavior challenges (June 2009).

For a list of additional papers that have been written by TACSEI faculty, please visit our Center Faculty Publications page.

Podcasts

For the latest TACSEI Podcasts, please visit our Podcasts page.

Roadmap to Effective Intervention Practices

The Roadmap to Effective Intervention Practices series addresses a variety of issues that are important to the field. More syntheses will be added to this site as they become available. Copying and distribution of these documents is encouraged.

  • Screening for Social Emotional Concerns: Considerations in the Selection of Instruments Screening for Social Emotional Concerns: Considerations in the Selection of Instruments
    The purpose of this document is to provide a brief overview of the use of screening and to help administrators and teachers choose appropriate instruments for implementing a screening program (January, 2009). Trouble downloading? Read this document online
  • Screening for Social Emotional Concerns: Considerations in the Selection of Instruments Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families
    The second publication in the TACSEI Roadmap series provides practical guidance to early childhood special education and early intervention personnel, early educators, families, and other professionals seeking interventions to promote healthy social emotional development in young children with and without disabilities. The information in this publication can also help individuals to intervene early with young children who may already be displaying problematic social emotional behaviors (June, 2009). Trouble downloading? Read this document online
  • Promoting Social Behavior of Young Children in Group Settings: A Summary of ResearchPromoting Social Behavior of Young Children in Group Settings: A Summary of Research
    This brief synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or who are at risk for disabilities, and who have identified problems with social-emotional behaviors (August, 2009). Trouble downloading? Read this document online
  • Technical Assistance to Promote Service and System ChangeTechnical Assistance to Promote Service and System Change
    The purpose of this TACSEI Roadmap document is to assist a range of stakeholders (e.g., early childhood service providers, parents, technical assistance providers) understand the types of TA that are most beneficial for achieving particular practice and systems outcomes. The paper explores and highlights TA strategies to initiate, implement, and sustain effective practice and systems change. The content of this Roadmap is based on a broad literature related to practice, service, and systems change, data and information related to TA across a number of domains (e.g., special education, general education, community prevention, aid for developing countries), and data and best practices related to implementation and scaling up of evidence-based practices (November, 2009). Trouble downloading? Read this document online
  • Technical Assistance to Promote Service and System ChangeFamily-Focused Interventions for Promoting Social-Emotional Development in Infants and Toddlers with or at Risk for Disabilities
    This TACSEI Roadmap considers family-focused services and practices for promoting social-emotional development of children served in Part C. Its specific focus is on interventions that influence parenting practices for infants and toddlers with or at risk for disabilities (September, 2010). Trouble downloading? Read this document online

Tools

  • Teaching Tools for Young Children logoCreating Teaching Tools for Young Children with Challenging Behavior
    This product is made up of a variety of tools including handouts, worksheets, techniques, strategies, visuals and other materials that assist teachers in creating a plan to support young children who are having challenging behavior. Teaching Tools is available for download from this website as a "zip" file, which means that you can download the User's Manual, Routine Based Support Guide, and many handouts, visuals and other materials included in Teaching Tools in one convenient package.
  • Teaching Tools for Young Children logoComplete Guide to Positive Behavior Support
    Created as a "take-away" tool to accompany the TACSEI Six Steps of PBS (Positive Behavior Support) learning modules, this Word document is a complete reference that outlines the entire PBS process. For your convenience, this comprehensive reference also includes links to all the forms, information sheets and worksheets described in the learning modules as well as websites and resources in easy-to-access sections at the end of the document.

Issue Briefs

  • Preventing the Use of Restraint and Seclusion with Young ChildrenIssue Brief: Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices
    In recent years, there have been major concerns expressed regarding the use of restraint and seclusion to control the behavior of children with disabilities and/or challenging behavior. In May of 2009, for example, the US Government Accountability Office (GAO) released findings regarding a number of cases in which seclusion and restraint were abused to the point that children were physically and psychologically injured. Some children even died while being restrained. The great potential for abuse and injury has led many school districts, state agencies, and state governments to issue policies, regulations and laws that limit the use of restraint and seclusion. Many of these regulations and statutes effectively prohibit the use of restraint and seclusion except in cases of orthopedic necessity and obvious emergencies in which a child is in imminent danger. Still, there remains uncertainty about what constitutes restraint and seclusion and what should be done as an alternative.The purpose of this document is to review these issues and discuss positive strategies that can be used to prevent behaviors that could lead to considerations of these invasive and potentially-dangerous practices. (February, 2011).
    Trouble downloading? Read this document online.
  • Administrator Brief: Integrating Early Childhood Mental Health Consultation with the Pyramid ModelIssue Brief: Integrating Early Childhood Mental Health Consultation with the Pyramid Model
    A growing number of states and communities are implementing the Pyramid Model in early care and education settings, and in many of these places there are also early childhood mental health consultation (ECMHC) programs operating. This practice brief provides an overview of ECMHC, how it can support the implementation of the Pyramid Model and the issues that arise when administrators seek to integrate these two approaches at the state and local levels. Mental health consultants can: (1) serve as coaches for implementing the Pyramid practices; (2) serve as adjuncts to coaches, by working with children, families and teachers; and (3) use the Pyramid Model to inform and organize their own strategies for working with teachers and families. (November, 2009).
    Trouble downloading? Read this document online.
  • Administrator Brief: Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging BehaviorIssue Brief: Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior
    Implementing the Pyramid Model with fidelity and achieving positive outcomes for children and their families requires that administrators understand their roles in the implementation process. Every administrative decision impacts program quality and sustainability. This Issue Brief underscores the importance of facilitative administrative practices that provide sustained commitment, timely training, competent coaching, the use of process and outcome data for decision-making, and the development of policies and procedures that are aligned with high fidelity implementation (July, 2009).
    Trouble downloading? Read this document online.
  • Administrator Brief: Promoting Social, Emotional and Behavioral Outcomes of Young Children Served Under IDEAIssue Brief: Promoting Social, Emotional and Behavioral Outcomes of Young Children Served Under IDEA
    A growing body of evidence confirms that serious and persistent challenging behaviors in early childhood directly relate to later problems in school success, social relationships, educational and vocational success, and social adjustment. This brief addresses several important questions policy makers may have about challenging behavior and how these issues relate to young children served under IDEA (January, 2007).
    Trouble downloading? Read this document online.

Articles

  • The Teaching Pyramid, Young Children July 2003"You Got It!" Teaching Social and Emotional Skills
    Published in Young Children, November 2006
    In this article we look at the secondary level of the teaching pyramid, which emphasizes planned instruction on specific social and emotional skills for children at risk for developing more challenging behavior, such as severe aggression, property destruction, noncompliance, or withdrawal. Children who may be considered at risk for challenging behavior are persistently noncompliant, have difficulty regulating their emotions, do not easily form relationships with adults and other children, have difficulty engaging in learning activities, and are perceived by teachers as being likely to develop more intractable behavior problems.
  • The Teaching Pyramid, Young Children July 2003The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children
    Published in Young Children, July 2003
    This article was written by Center faculty and describes a conceptual framework for change that guides the work of the Center. Specifically, this model maps out how to proceed in a systematic fashion and helps us decide where immediate attention is it most necessary regarding children’s social emotional issues and challenging behavior.
  • Prevention and intervention with young children's challenging behaviorPrevention and intervention with young children’s challenging behavior: A summary and perspective regarding current knowledge.
    Published in Behavioral Disorders (2006), 32, 29-45.
    This article written by Center faculty discusses the fact that challenging behavior exhibited by young children is becoming recognized as a serious impediment to social–emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve on existing knowledge related to the prevention and resolution of young children’s challenging behaviors. The discussion section of this article addresses directions and priorities for practice and future research.

For a list of additional articles that have been written by TACSEI faculty, please visit our Center Faculty Publications page.

Let's Talk! Conversations with TACSEI Specialists

  • Ted BoveyStrategies for Successfully Including Children with Autism in Early Childhood Settings
    A Conversation with Ted Bovey
    As the number of young children diagnosed with autism continues to rise, early childhood programs are frequently faced with the challenge of including these children in their settings and supporting their significant social, language, and behavioral needs. In this interview, Ted Bovey discusses a proven framework for including young children with autism in traditional early childhood settings. Information regarding key programming components, classroom strategies, teaching strategies and individualized supports is discussed. (April, 2009)
    Listen to the Conversation with Ted (Running time 15:06)
    Read the Conversation with Ted
  • Karen BlaseReady, Set, Whoa: Planning Tools for Implementation
    A Conversation with Karen Blase
    Deciding to implement an evidence-based set of practices or an evidence-based program requires planning, community and family engagement, and attention to implementation and sustainability strategies. In this discussion, Karen Blase assists agencies in understanding the importance of the “exploration and installation” stages of implementation.(March, 2009)
    Listen to the Conversation with Karen (Running time 20:20)
    Read the Conversation with Karen
  • Kathleen BaggettAssessing and Guiding Parent-Child Interaction in Early Intervention
    A Conversation with Kathleen Baggett
    Parent-child interaction is a critical ingredient in promoting children’s early social-emotional development. In this interview, Kathleen Baggett talks about the Indicator of Parent-Child Interactions (IPCI), a tool that practitioners can use to assess when their interventions are effective in helping parents support their children’s development.(March, 2009)
    Listen to the Conversation with Kathleen (Running time 16:36)
    Read the Conversation with Kathleen

Making Life Easier

TACSEI's "Making Life Easier" series is designed specifically for parents and caregivers. This series of tipsheets contains valuable information on how to make often challenging events easier to navigate, and even enjoyable, for both caregivers and children.

  • Making Life Easier: Bedtime and NaptimeMaking Life Easier: Bedtime and Naptime
    Many families find bedtime and naptime to be a challenge for them and their children. Sleep problems can make infants and young children moody, short tempered and unable to engage well in interactions with others. Sleep problems can also impact learning. Parents also need to feel rested in order to be nurturing and responsive to their growing and active young children. This first installment of the Making Life Easier series provides a few proven tips for making bedtimes and naptimes easier for both parents and children. Also includes a handy tip card for quick reference.(November, 2010).
    Trouble downloading? Read this document online    .
  • Making Life Easier: Running ErrandsMaking Life Easier: Running Errands
    Running errands (e.g., going to the store, bank, etc.) is one of those essential household routines that all families experience. It is often thought of as a “maintenance” activity that is necessary for the family, but not enjoyable for young children. While there can be huge benefits in taking your young child along, running errands can be extremely difficult if the child has challenging behavior. Still, there are several steps you can take to help you and your child get the most out of these outings. Also includes a handy tip card for quick reference. (November, 2010).
    Trouble downloading? Read this document online    .
  • Making Life Easier: DiaperingMaking Life Easier: Diapering
    For many families, changing a child’s diaper can be a major battle. This routine is usually not as predictable as other activities, is often unpleasant for adults and not an event that the young child enjoys. While it can be challenging, it is also an opportunity to build a positive, nurturing and responsive relationship with your child. This installment of the Making Life Easier series provides several proven strategies to help make diapering a positive and relationship building experience for you both. Also includes a handy tip card for quick reference. (November, 2010).
    Trouble downloading? Read this document online    .

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