Pyramid Model 8-22-16 - 0
Pyramid Model 8-22-16 - 0
Pyramid Model 8-22-16 - 0
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.
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
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).
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/
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/
Sheridan, S., Knoche, L., & Marvin, C. (2008). Competent families, competent children: Family-based
interventions to promote social competence in young children, In W. Brown, S. Odom, & S. McCon
nell (Eds.), Social competence of young children (pp. 301-319). Bridgeport, NJ: Paul H. Brookes.
Stage, E. K. (2005, Winter). Why do we need these assessments? Natural Selection: Journal of the BSCS,
11-13.
Stegelin, D. (2004). Early childhood education. In F. P. Schargel & J. Smink (Eds.), Helping students gradu
ate: A strategic approach to dropout prevention (pp. 115-123.). Larchmont, NY: Eye on Education.
U.S. Department of Health and Human Services and U.S. Department of Education. (2014a). HHS and ED
joint letter on suspension and expulsion policy. Retrieved from https://www.acf.hhs.gov/sites/de
fault/files/ecd/hhs_and_ed_joint_letter.pdf.
U.S. Department of Health and Human Services and U.S. Department of Education. (2014b). Policy State
ment on expulsion and suspension policies in early childhood settings. Retrieved from https://www.
acf.hhs.gov/sites/default/files/ecd/expulsion_suspension_final.pdf.
Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parent
competencies. Journal of Consulting and Clinical Psychology, 66, 715-730.
West, J., Denton, K., & Germino-Hausken, E. (2000). America’s kindergartener: Findings from the early
childhood longitudinal study, kindergarten class of 1998-99, fall 1998. Washington DC: US Depart
ment of Education, National Center for Educational Statistics.
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.
Permission to duplicate is granted for non-commercial use by school personnel working in school settings.