Document Category: Article
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. (Published in Young Children, November 2006)
This handout describes the importance of building relationships with young children and contains practical strategies for for building positive relationships with children in the early childhood education setting.
Allen, R., & Steed, E. A. (2016). Culturally responsive Pyramid Model practices: Program-Wide positive behavior support for young children. Topics in Early Childhood Special Education, 36, 165, 175.
Practical strategies article
This article highlighting ways your Pyramid Model Leadership Team can partner with families.
Practical strategies article
Vinh, M., Strain, P., Davidon, S., & Smith, B.J. (2016). One state’s systems change efforts to reduce child care expulsion: Taking the Pyramid Model to scale. Topics in Early Childhood Special Education, 36, 159-164.
U.S. Department of Health & Human Services, Administration for Children & Families, Early Childhood Development.
This article describes a conceptual framework for change that guides the work of TACSEI. 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. (Published in Young Children, July 2003)
