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Pyramid Model for Early

Tiers 1, 2, & 3
Childhood Education
Strategy Brief, August, 2016
Allison Heifner, University of Nebraska-Lincoln, Jan Thelen, Retired, Nebraska Department of Education,
Christine Marvin & Emily Dorsey, University of Nebraska-Lincoln, Teresa Berube, Nebraska Department of
Education, Ana Damme, & Reece Peterson, University of Nebraska-Lincoln.

Challenging behavior is an issue for many young children. Approximately 10% to 15% of typi-
cally developing preschoolers have behavior problems when they enter kindergarten (Campbell,
1995; West, Denton, & Germino-Hausken, 2000). Unfortunately, the percentage is higher for
children living in poverty and for children with disabilities (Hemmeter, Ostrosky, & Fox, 2006). In
addition, longitudinal researchers showed that about 50% of children who displayed external-
izing behaviors in preschool continued to display these problem behaviors in later school years
(Campbell, 1995). Therefore, promoting positive social-emotional competence in all children
and intervening before social-emotional difficulties escalate is important for children to be suc-
cessful from the very beginning.

Supporting the social and emotional develop-


ment of preschoolers has gained significant atten-
tion in the past 20 years, and recently, research-
Tier
ers found that expulsion rates of preschoolers are
s 1,
higher than that of elementary and secondary
2, &
students (Fox & Hemmeter, 2009; Gilliam, 2014).
The issue with expelling young children is that 3
it eliminates their chance to learn appropriate,
desired behaviors that will prepare them for their
future education. When children are removed
from the classroom it is more difficult to imple-
ment evidence-based strategies (Lewis, Adam-
son, Mitchell, & Lembke, 2013) and the nega-
tive effects of these practices have come to the
attention of the U.S. Departments of Health and
Human Services and Education (2014a, 2014b).

Furthermore, early childhood teachers and caregivers encounter a wide range of behaviors
in preschool-age children and many public preschool programs serve children who are already
at-risk for behavior problems due to a disability or low socio-economic status (Lewis et al.,
2013). Moreover, many early childhood teachers and caregivers report feeling unprepared to
deal with such a wide variety of challenging behaviors. This is supported by a finding that only
10% of the children who displayed severe challenging behavior received appropriate supports
for such difficulties (Kazdin & Kendall, 1998). Additionally, a later study found that between 30%
and 40% of students who entered kindergarten did not possess the social and emotional skills
needed to succeed in school (Stage, 2005). Further, even though school drop out is a concern
with high school students, the best way to prevent it is to provide children with positive school
experiences at the beginning of their education (National Dropout Prevention Center/Network,
2011).
Building & Sustaining Pyramid Model for Early Childhood 2
Student Engagement
What is the Pyramid Model? Relationship to PBIS and RTI. The Pyramid
Model is the early childhood model for Positive
The Teaching Pyramid Model, more re- Behavior Interventions and Supports (EC-PBIS)
cently referred to as the Pyramid Model, is and for Response to Intervention (RTI), which
a comprehensive, multi-tiered framework of have been implemented at the K-12 levels (Fox,
evidence-based practices that promote the Carta, Strain, Dunlap, & Hemmeter, 2009). It
social, emotional, and behavioral develop- is based on the same underlying principles,
ment of young children (Hemmeter, Ostrosky, practices, and strategies as PBIS and RTI, but
& Corso, 2012). The Pyramid Model focuses on is implemented and taught in a way that is
promoting positive behavior and addressing developmentally appropriate for young chil-
challenging behavior (Hemmeter et al., 2012). dren in early care and education programs. It is
The following strategies are emphasized in the designed as a program-wide intervention and
effective practices: should be implemented with fidelity to provide

• Acknowledging and reinforcing positive positive environments and promote engage-


child behavior, ment for all children. Fox and Hemmeter (2009)
• Directly teaching social skills, expecta- hope that, like PBIS, the Pyramid Model can
tions, and behaviors to children related be used as a framework for instruction and
to different environments, behavior management in preschool settings.
• Monitoring children’s challenging be- Overall, researchers say that the focus of a PBIS
haviors, and framework in early childhood settings should
• Teaching positive replacement behav- be on the promotion of social and emotional
iors. development and the prevention of challeng-
This model incorporates the ongoing collection ing behavior for all young children (Fox, Dunlap,
and use of teacher, classroom, child and family Hemmeter, Joseph, & Strain, 2003).
data for decision-making regarding children’s
response to intervention, and employs team- Applicable ages and programs. Although
based decision making. the Pyramid Model was designed for programs
Building & Sustaining Pyramid Model for Early Childhood 3
Student Engagement
serving 3 and 4-year olds, the research-based org/). Both centers are now consolidated under
strategies are not limited to use in this age the umbrella of the national Pyramid Model
group. The practices have been adapted in many Consortium (www.pyramidmodel.org). Their
states for use in child care programs and homes aim has been to disseminate Pyramid research
for children birth to age five, and have been and evidence-based teaching practices to early
adapted and extended into K-3 classrooms. childhood programs across the U.S.

Establishment of the Pyramid Model. The Underlying Principles of the Pyramid


Pyramid Model was developed in collabora- Model
tion between two federally funded research
and training centers. These are the Center for The Pyramid Model proposes practices iden-
the Social and Emotional Foundations for Early tified through a review of researched strategies
Learning (CSEFEL) funded by the federal Of- to promote and enhance the social-emotional
fice of Head Start and Child Care (www.csefel. development of children. The practices are or-
vanderbilt.edu), and the Technical Assistance ganized in a multi-tiered system of support. The
Center on Social Emotional Intervention (TAC- model employs a “Pyramid” to represent the
SEI) funded by the federal Office of Special tiered system of supports (See Figure 1).
Education Programs (www.challengingbehavior.

Figure 1. The Pyramid Model

Retrieved from: http://challengingbehavior.fmhi.usf.edu/do/resources/documents/pyramid_model_handout.pdf


Building & Sustaining Pyramid Model for Early Childhood 4
Student Engagement
Some of the principles used in the Pyramid Foundational level. The foundation for all
Model, such as specifying clear expectations of the practices in the Pyramid Model are the
and providing positive reinforcement for appro- systems and policies necessary to ensure a
priate behaviors, are well-known as evidence- workforce able to adopt and sustain these evi-
based strategies for increasing desired behavior. dence-based practices. Early care and education
In addition, the Pyramid Model implements environments and teacher/caregiver skills are
teacher practices which have been shown to diverse and vary widely. An effective workforce
lead to positive social and behavioral outcomes that includes well-trained teachers, professional
for young children. Some of these practices collaboration, shared decision-making and posi-
include, “actively supporting children’s play, tive relationships between teachers, parents,
responding to children’s conversations, promot- caregivers, and any specialists are essential
ing the communicative attempts of children to prevent and address challenging behavior
with language delays and disabilities, providing across all settings associated with an individual
specific praise to encourage appropriate be- child. This is a necessary support system for the
havior, developing positive relationships with three tiers of intervention to be implemented
children and families, and collaborative teaming effectively and with fidelity.
with colleagues and other professionals” (Fox &
Hemmeter, 2009, p. 6-7). Promotion practices. Universal supports
(Tier 1 in K-12 PBIS) promoting the social devel-
Tiered Approach opment of all young children include two levels
of practices: nurturing and responsive relation-
The Pyramid Model describes four tiers of ships and high quality environments.
practice, adding an underlying
foundational level, which ad-
dresses issues related to the
early childhood workforce and
training needed to support
the following tiers. Devel-
oping, implementing, and
reviewing the foundational
level is necessary to sustain
the intervention practices
over time. The Pyramid Model
builds on a public health ap-
proach to provide universal
supports to all children to
promote wellness, targeted
support to those who need
additional help, and intensive
interventions to those who need them (http:// Nurturing and responsive relationships.
challengingbehavior.fmhi.usf.edu). The tiers of Nurturing and responsive relationships are
intervention serve as the framework through important for the promotion of social compe-
which intervention decisions are made. Within tence (Fox & Hemmeter, 2009). The Pyramid
each tier of intervention, research-based teach- Model focuses on positive interactions not only
ing practices and supports are outlined for edu- with children but also with families, in order to
cators to implement in early childhood settings. provide a comfortable space to discuss prob-
The tiers of intervention help prioritize the type lem behaviors, if they emerge (Hemmeter et
and intensity of behavioral interventions that al., 2012). Therefore, decision-making about a
students receive (Fluke & Peterson, 2013). child is a collaborative process between care-
Building & Sustaining Pyramid Model for Early Childhood 5
Student Engagement
givers, parents, and teachers in order to build meter et al., 2012). Hemmeter and colleagues
relationships before challenging behaviors arise. (2012) outline three essential approaches to
Effective teachers develop these relationships well-structured environment:
through ongoing communication with parents 1. Implement a consistent schedule: set a
and caregivers related to the child. routine where children learn what to do on
a day-to-day basis.
In order to build positive and supportive 2. Minimize transition time: have an activ-
relationships with children, it is important for ity waiting for children who complete a
teachers in early childhood settings to have transition quickly so that they are actively
positive interactions with each child in their engaged while they wait for their peers
classroom every day and to focus on acknowl- (Hemmeter, Fox, & Snyder, 2013).
edging positive behaviors more than problem 3. Teach classroom routines and expectations:
behaviors (Fox, et al.,2011). Because early use picture prompts and teacher reminders
childhood settings are typically childrens’ first when necessary.
introduction to school, creating a foundation
for building meaningful relationships between Another component of a high-quality envi-
schools and families may help set children ronment is reinforcement for positive behavior.
up for success later in school (Hemmeter et Adult attention is important for supporting the
al., 2006; Sheridan, Knoche & Marvin, 2008). growth of young children’s social-emotional
Finally, the Centers for Disease Control and development. For some children, it might be dif-
Prevention (CDC) identified stable and nurturing ficult to “catch them being good” because they
relationships as an integral component of early display challenging behavior often. Good prac-
childhood education that can serve as a “buffer” tice suggests that five or more efforts to praise
to promote positive health-related outcomes children for positive behavior should occur
for at-risk children (Mendez, Simpson, Alter, & for every behavior correction a teacher might
Meyers, 2015). make. Hemmeter and colleagues (2012) sug-
gest setting a timer to beep every two minutes
High quality supportive environments. The to prompt the teacher or cargiver to acknowl-
second component of the pro-
motion practices is to provide
predictable and supportive
environments for young chil-
dren. Stegelin (2004) identi-
fied seven characteristics of
high-quality early childhood
education which include: 1)
Holistic, 2) Nurturing, 3) Con-
sistent, 4) Hands-on, 5) Stimu-
lating, 6) Exploratory, and 7)
Interactive learning across the
curriculum. These environ-
ments promote appropriate
behavior through the explicit
teaching of rules and expec-
tations. When children are
taught rules and expectations,
and have opportunities to
practice them, their problem
behaviors decrease (Hem-
Building & Sustaining Pyramid Model for Early Childhood 6
Student Engagement
edge positive child behavior in the classroom. and maintain relationships, and use appropriate
Through acknowledging such behaviors and social problem-solving strategies (Hemmeter et
providing specific feedback on children’s behav- al., 2006).
iors, early childhood teachers are promoting
social-emotional development. Again, because In order to effectively do this, a compre-
some children served in early childhood settings hensive and intentional approach to teach
may already be at-risk for displaying challenging social skills is recommended. For instance, a
behaviors, the promotion practices are critical teacher can direct activities through introducing
to supporting those children’s emotional devel- a behavior or concept, modeling the behavior,
opment as the consistency of practices can build asking the children to rehearse and role-play,
children’s trust in the environment and promote prompting the children to use the behavior in a
pro-social independence. While most children situation, and providing feedback when children
in early childhood settings will respond to these engage in the desired behavior (Hemmeter et
promotion practices, some children will need al., 2006). When such an approach is taken,
additional support to be successful. opportunities to practice skills are increased
and progress monitoring takes place more often
Targeted social emotional supports. This (Hemmeter et al., 2013). The caregiver can also
tier of intervention (Tier 2 in K-12 PBIS) address- extend these supports to families in order to
es needs of children at risk for social-emotional promote the development of the child’s social
delays, and includes more targeted social and and emotional skills at home. Research in the
emotional supports for some children. The pur- use of such family-focused instruction in social
pose of this tier is to identify and provide tar- skill learning has repeatedly shown positive re-
geted supports to children who show early signs sults (Jones, Daley, Hutchings, Bywater, & Carin-
for developing challenging behavior, but who Eames, 2008; Webster-Stratton, 1998).
are not currently in need of an individual behav-
ior plan. Young children often require adult help Individualized intensive intervention. This
in order to express their emotions appropri- tier of intervention (Tier 3 in K-12 PBIS) includes
ately. For some children, it will be necessary to intensive support for children who have per-
provide explicit instruction for social emotional sistent behavior problems and who are not re-
skills that help them to identify their emotions, sponsive to the previous tiers of environmental
express their emotions appropriately, initiate support and intervention. In this tier, a team of
people meet to develop an in-
dividualized behavior plan to
supplement and strengthen
the current support the child
is receiving. An individual
behavior plan is developed
through the collection of
functional assessment data in
order to determine the func-
tion or purpose of a child’s
behavior. Functional assess-
ment includes identifying
variables in the environment
that affect the child’s behav-
ior. From this data, an inter-
vention can include teaching
positive replacement behav-
iors that serve the same pur-
pose as the problem behavior
Building & Sustaining Pyramid Model for Early Childhood 7
Student Engagement
(Maag, 2004) and using conse-
quences that do not reinforce
problem behavior (Hemmeter
et al., 2013). Once the plan is in
place, data are collected daily
to determine the child’s prog-
ress toward intervention goals
and any necessary changes are
implemented to increase prog-
ress. A more complete descrip-
tion of this approach is described
in the Prevent-Teach-Reinforce
for Young Children (PTR-YC) –
An Early Childhood Model of
Individualized Positive Behavior
Support (Dunlap, Lee, Joseph, &
Strain, 2015).

Individual behavior plans. In order for a tant to determine whether a child’s behavior is
multi-tier system of support to be effective developmentally appropriate for his or her age.
for young children, a few factors need to be If behavior is not developmentally appropriate,
considered. First, young children spend their it is then important that adults teach positive
time in many different settings in one day behaviors and implement support based on
(e.g., home, preschool, childcare, etc.), there- individual needs. Learning prosocial behavior
fore it is necessary to consider the skill level of takes time and young children might perform
caregivers in every environment the child is in “mistaken” behaviors when an alternative, more
when developing an individual behavior plan positive behavior is not yet known (Gatrell,
(Hemmeter et al., 2006). Specifically, when 1994). Considering these issues will be helpful
developing an individual behavior plan for a in developing appropriate behavior plans that
child, the plan must be able to be carried out teach children positive behavior and that can be
consistently in a child care center, preschool, consistent across settings.
and at home. Not all early childhood teach-
ers or care providers of young children are Does Research Support the Pyramid
required to be “highly qualified” or meet state
department of education teacher certifica-
Model?

tion standards. Lower education levels and/
The Pyramid Model has not been re-
or inadequate training for some staff may
searched extensively as it is still a relatively new
mean less knowledge and skill in implement-
comprehensive framework for young children.
ing strategies that support young children’s
To date, limited research data has been col-
social-emotional development and addressing
lected on the use of a multi-tiered system of
challenging behaviors. Therefore, if any indi-
support in early childhood settings. The first
vidual plan is to be effective, all adults work-
randomized study was conducted in public pre-
ing with the child need to work collaboratively
school classrooms with children with disabilities
to ensure consistent implementation.
in Florida and Tennessee. The study found that
children who were in classrooms where teach-
Second, some of the challenging behav-
ers received training in the Pyramid Model
iors young children engage in may be develop-
practices demonstrated better social skills and a
mentally appropriate or expected and/or may
significant reduction in problem behavior (find-
be due to lack of experience in certain social
ings were presented at the American Education-
situations (Hemmeter et al., 2006). It is impor-
al Research Association in New Orleans, April,
Building & Sustaining Pyramid Model for Early Childhood 8
Student Engagement
2011 and the Third conference of the Interna- Any effort to implement the Pyramid Model
tional Society of Early Intervention in New York, must also be concerned about measuring how
May, 2011 http://challengingbehavior.fmhi. well and complete the implementation of the
usf.edu/do/pyramid_model.htm). Additionally, model is occurring in a particular environment.
other early research on the Pyramid Model This “fidelity of implementation” becomes a
produced positive results of decreased prob- crucial factor in measuring the model’s effec-
lem behaviors; however, it also suggests that tiveness. Fox and colleagues (2011) created the
it is challenging for early childhood teachers Teaching Pyramid Observation Tool (TPOT), an
and parents to implement with fidelity without instrument that measures the fidelity of teacher
ongoing support and training (Fox, Hemmeter, implementation of the Pyramid Model practices
Snyder, Binder, & Clarke, 2011). in the classroom or center-based setting. The
TPOT contains Pyramid practices that must be
Implementing the Pyramid Model observed and rated by a reliable observer in
each tier of intervention of the Pyramid Model
It is beyond our scope to provide detailed to establish a level of implementation fidelity
recommendations about how to implement the within the classroom (See Figure 3).
Pyramid Model. As a complex, comprehensive
prevention model, a variety of components Conclusion
must be in place depending on the type of set-
ting and personnel involved. Hemmeter and The Pyramid Model represents a compre-
colleagues (2006) identified nine components as hensive effort to provide teachers, caregivers,
being essential (See Figure 2). and families the tools and strategies needed
to promote and support positive behavior,
Figure 2. Nine components essen- prevent challenging behavior, and address the
social needs of all young children. The Pyramid
tial for successful implementation
Model emphasizes data-based decision making,
of Pyramid Model (Hemmeter et al., employs evidence based prevention and inter-
2006) vention practices, and matches the intensity of
behavior intervention to the intensity level of
1. Administrative Support and Com-
behavior for those children in need of individual
mitment support. The Pyramid Model provides a pro-
2. Behavior Support Team and Lead- gram-wide approach for use by early childhood
ership Team teachers, caregivers, and families to support the
3. Commitment from Program Staff social-emotional development of young children
4. Family Involvement in All Aspects and decrease or eliminate challenging behav-
5. Program-wide Expectations for iors.
Children’s Behavior
6. Strategies for Teaching Expecta-
tions and Acknowledging Chil-
dren’s Behavior
7. Process for Addressing the Needs
of Children with Ongoing Chal-
lenging Behavior
8. Staff Training and Support Plan
9. Data Collection and Use for Deci-
sion Making
Building & Sustaining Pyramid Model for Early Childhood 9
Student Engagement
Figure 3. Fox and colleagues (2011) created the TPOT, an instrument to measure implemention fidel-
ity. The practices outlined should be observed in successful implementation of the Pyramid Model. This
table was copied directly from Fox et al. (2011).

Level Practice Topics


Nurturing and Responsive • Supporting children’s play
Relationships • Responding to child conversations
• Support communication of children with special needs
• Positive feedback and encouragement of appropriate behavior
• Build relationships with children

High-Quality Supportive • Adequate materials


Environments • Defined play centers
• Balanced schedule (large and small group)
• Structured transitions
• Individualized instructions for children who need support
• Teach and promote small number of rules
• Design activities that are engaging to children
• Provide clear directions
Social Emotional • Teach children to identify and express emotions
Teaching Strategies • Teach and support self-regulation
• Teach and support strategies for handling anger and disappointment
• Teach and support social problem-solving
• Teach and support cooperative responding
• Teach and support friendship skills
• Teach and support collaboration with peers

Individualized interventions • Convene a team to develop interventions


• Collect data to determine nature of problem behavior
• Develop individualized behavior support strategies
• Implement behavior support plan with consistency
• Conduct ongoing monitoring of child progress
• Revise plan as needed
• Partner with families and colleagues in plan implementation

See Other Related Briefs


The Student Engagement Project has available several related Strategy Briefs: Indivdiual behavior
plans & functional assessment; Positive behavior interventions & supports; and Parent & family involve-
ment. All are available at: http://k12engagement.unl.edu.

Recommended Citation:

Heifner, A., Thelen, J., Marvin,C., Dorsey, E., Berube, T., Damme, A. & Peterson, R.L. (2016, June). The
Pyramid Model for Early Childhood Education, Strategy brief. Lincoln, NE: Student Engagement Proj
ect, University of Nebraska-Lincoln and the Nebraska Department of Education. http://k12engage
ment.unl.edu/Pyramid-model.
Building & Sustaining Pyramid Model for Early Childhood 10
Student Engagement
Resources
The Pyramid Model Consortium (PMC).
On the Pyramid Model Consortium website, research and resources can be found to support the imple-
mentation of the Pyramid Model in school-based and center-based early childhood programs. You can
also locate training and professional development opportunities as well as other helpful information
regarding implementation of the Pyramid Model via this website. http://www.pyramidmodel.org/

Center on the Social and Emotional Foundations for Early Learning (CSEFEL).
CSEFEL is focused on promoting the social emotional development and school readiness of young chil-
dren from birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and
Child Care Bureau for disseminating research and evidence-based practices to early childhood programs
across the country. http://csefel.vanderbilt.edu/

Technical Assistance Center on Social Emotional Intervention for Young Children.


Among its many goals, the Technical Assistance Center will offer up-to-date information for multiple
consumers including parents, providers, administrators, and policy makers. It provides web-based TA and
training opportunities. www.challengingbehavior.org

National Institute on Effective Practices: Addressing Challenging Behavior and Supporting Young Chil-
dren’s Social/Emotional Development.
All of the latest research and effective practices are presented at this annual national training institute.
Links to all presentation PowerPoints are provided at this link. http://nti.cbcs.usf.edu/

Prevent-Teach-Reinforce for Young Children (PTR-YC).


Here you will find a webinar recording with more information about the early childhood model
for individualized positive behavior support. http://challengingbehavior.fmhi.usf.edu/explore/
webinars/12.14.2012_webinar.htm

Positive Behavior Intervention and Supports (K-12).


The Positive Behavior Intervention and Supports (PBIS) website provides information on K-12 school-
wide implementation with answers to frequently asked questions and case examples at each tier of
intervention. In addition, there is information about family-school partnerships and community part-
nerships. Information on the evaluation, research and training on PBIS is also provided at the website.
https://www.pbis.org/

Policy Statement on Expulsion and Suspension Policies in Early childhood Settings.


The U.S. Department of Health And Human Services and U.S. Department of Education (2014) provide
a number of resources and website links related to this topic in their policy statement on expulsion and
suspension policies in early childhood settings. https://www.acf.hhs.gov/sites/default/files/ecd/expul-
sion_suspension_final.pdf.
Building & Sustaining Pyramid Model for Early Childhood 11
Student Engagement
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Fluke, S. M., & Peterson, R. L. (2013, October). Positive Behavior Interventions & Supports. Strategy brief.
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http://k12engagement.unl.edu.
© 2016 Reece L. Peterson, Barkley Center, University of Nebraska-Lincoln, Lincoln, NE 68583-0732; engagement@unl.edu.
Supported by Nebraska Department of Education Project 94-2810-248-1B1-13 (USDE Grant #HO27A110079).
Contents do not necessarily represent the policy of NDE or USDE, and no endorsement should be assumed.
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