Trainers/Coaches Archives - Page 51 of 59 - National Center for Pyramid Model Innovations

Establishing the Pyramid Model as an Evidence-Based Practice: Results from a Randomized Study

In this webinar, Mary Louise Hemmeter and Lise Fox discuss a recently completed, randomized trial that examined the implementation of the Pyramid Model within public school preschool classrooms in Tennessee and Florida that included children with disabilities. They describe the research methods, training and supports provided to teachers, and the outcomes for teachers and children including children with challenging behavior. The discussion focuses on issues related to implementation fidelity, coaching, and measuring the outcomes associated with Pyramid Model implementation.

Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit

Center for Early Childhood Mental Health Consultation. This guide is designed to assist the mental health consultant in guiding teachers, teams, and families in developing and implementing an individualized plan of support that results in a reduction of challenging behavior and the promotion of communication and social skills.

Coaching to Support Fidelity of Implementation of Evidence-Based Practices in Inclusive Early Childhood Settings

Summary of research studies using practice-based coaching.

Program-Wide PBS and School-Wide PBIS Crosswalk

The purpose of this document is to provide a brief description of the similarities and differences between two variations of multi-tiered positive behavior support systems.

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).

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).

Roadmap #4 – Technical Assistance to Promote Service and System Change

This Roadmap describes the types of TA that are most beneficial for achieving positive outcomes. It highlights TA strategies to initiate, implement, and sustain effective practice and systems change.

Roadmap #3 – Promoting Social Behavior of Young Children in Group Settings: A Summary of Research

This Roadmap shares practices for promoting adaptive social-emotional behavior of toddlers and preschoolers, with or at risk for disabilities and who have problems with behavior, in group settings.

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).

Response 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).