Brief video (9 min) that describes the strategies that might be used by early childhood programs and educators to promote social and emotional skills and prevent challenging behavior. The video provides information on universal and targeted practices and materials that might be used.
Brief video (9 min) that describes the strategies that might be used by early childhood programs and educators to promote social and emotional skills and prevent challenging behavior. The video provides information on universal and targeted practices and materials that might be used.
This checklist is a list of practices that will help guide your thinking about how to support the social-emotional development of young children who have experienced trauma.
This document offers a brief overview on the development of the Pyramid Model and discusses the evidence for the Pyramid Model practices.
This Roadmap discusses family-focused services and practices for promoting social-emotional development of children served in Part C.
This Roadmap provides guidance on promoting healthy social-emotional development in all young children and intervening early with children who may be displaying problematic social-emotional behaviors.
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.
By Fox, L., & Hemmeter, M. L. (2009). In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp.177-202). New York: Springer. (This book is available for purchase from the Springer website).
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).
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.
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