Transcript Document

Research to Practice:
Implementing the Teaching
Pyramid
Mary Louise Hemmeter
Vanderbilt University
[email protected]
What do we know about young
children with challenging
behavior?
• It begins early
– Between 10-30% of preschool children
have mild to moderate behavioral or
emotional problems
• Early appearing aggressive behavior is
predictive of future challenges in
school and life
Early Educators are
Challenged
• Preschool teachers report:
• that children’s challenging behavior is the
single greatest challenge they face
• Number one training issue
• Expulsion data
• Behavior consultation makes a difference
We are talking about babies…
• Developmental ages from
less then 6 months to greater
then 5 years
• Limited understanding and
expression
• Moving from solitary play to
social play
• Moving from object
exploration to representation
– Implications for guidance,
feedback, classroom
management, instruction
It’s about play…
• Instruction should be embedded into play and
routine activities
• Major focus is to facilitate peer social
interaction and emotional and concept
development
• Instructional activities should be brief and
concrete
– How social skills are taught, the
concepts of rules and expectations
Meltdown moments are expected
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Crying
Head Banging
Biting
Throwing objects
Pinching
Pulling hair
Hitting
Spitting food
Topography of behavior is less important than
understanding the context
Early Educators
• Often lack formal credentials
• Have very little training in behavior
• Have limited to no experience with
teaming
– Intensity and frequency of
training and technical assistance
Programs might
• Be minimally staffed
• Have limited (or no) access to mental health
or behavioral consultation
• Use exclusion to resolve behavioral issues
• Offer limited opportunities for professional
development or training
– Systems building and community
linkages critical to success
The non-system
of early childhood
“Early childhood policies and procedures are highly
fragmented, with complex and confusing points of
entry that are particularly problematic for underserved
populations and those with special needs. This lack
of an integrative early childhood infrastructure makes
it difficult to advance prevention-oriented initiatives
for all children and to coordinate services for those
with complex problems.”
(Shonkoff & Phillips, 2000, p.11)
National Center Partnership
Center on the Social and Emotional Foundations for Early Learning
funded by Head Start and Child Care
www.vanderbilt.edu/csefel
Technical Assistance Center on Social Emotional Intervention
funded by the Office of Special Education Programs
www.challengingbehavior.org
Examining the Potential Efficacy of a
Classroom Wide Model for
Promoting Social Emotional
Development and Addressing
Challenging Behavior in Preschool
Children
Institute for Education Sciences
Grant # R324A07212
The Pyramid Model:
Promoting Social and Emotional Competence and Addressing
Challenging Behavior
Few
Children
Some
Children
All
Children
Coaching Teachers in
Implementing the Pyramid
Hearing
about it in
training
Implementing
it in daily
practice
The Teaching Pyramid
Observation Tool (TPOT)
• The TPOT was developed to measure
the extent to which the Teaching Pyramid
practices are being implemented in a
classroom
• Provides information that can be
used to identify training needs of
teachers
Overall Classroom Implementation
Fidelity
UDMO TPOT Scores: All
November
April
5.00
4.50
4.00
Average score
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Buena Vista
Spirit Lake 1
Spirit Lake 2
Control and Experimental Group Means Across Data
Collection Waves on TPOT Indicators
(v = 108)
Overall SS-SS
WV100204
November 2006
140
120
100
80
60
40
20
0
Overall SS-SS
WV100204
April 2007
140
120
100
80
60
40
20
0
140
Overall PB-SS
WV100204
November 2006
120
100
80
60
40
20
0
Overall PB-SS
WV100204
April 2007
140
120
100
80
60
40
20
0
The Teaching Pyramid:
Program-Wide PBS
Program-Wide
Commitment
Data-Based
Decision Making
Administrative
Support
Intensive
Interventions
Teacher Training and
Technical
Assistance
Targeted Social
Emotional Supports
Well-Defined
Procedures
High Quality Supportive
Environments
Nurturing and Responsive Caregiving
Relationships
Partnerships
with Families
Outcomes Across Programs
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Reduced challenging behavior
Promotion of social development
Improved staff satisfaction
Increase in overall classroom quality
More intentional teaching of social skills and
emotional competencies
Support for children with the most intensive
behavioral needs
Less reliance on “outside”experts
What Makes it Work?
• A champion
• Administrative leadership
• Ongoing support for those working directly with
children and families
• Clearly articulated policies and procedures related to
behavior
• Commitment to long term process - systems change
• Collaboration between ECE and mental
health/behavior consultants
Building State Structures to
Support Implementation at the
Local Level
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11 States
State Team
Training Cadre
Coaches
Local Demonstration Sites
Other
– IHE work
– Licensing and quality initiatives