the pyramid framework - university of south florida€¦ · benefits: stronger relationships...
TRANSCRIPT
vThe Pyramid Framework within Early Intervention
Programs:Promoting the Social
Development of Infants and Toddlers
What we hope to accomplish in this webinar
Provide rationale for Teaching Pyramid Explain why the Teaching Pyramid is a useful
model for thinking about social emotional development of infants and toddlers.
Examine some of the key features of model as applied to very young children and their families.
Talk about some of the promise and the challenges of such an approach.
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The Teaching Pyramid: Promoting Social and Emotional Competence
and Addressing Challenging Behavior
High Quality Supportive Environments
Nurturing and Responsive Relationships
Individualized InterventionFocus on Caregiver-Child
Interaction
Intensive Interventions
Universal Promotion
Prevention
Treatment/Focused Intervention
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Key Ideas Underlying Multi-Tiered Models
Pyramid provides a tiered intervention framework of evidence-based intervention for promoting the social, emotional and behavioral development of young children.
Model describes 3 tiers of intervention practice:Universal promotion for all children.Secondary prevention to address the needs of
children at risk for social-emotional challenges.Intensive or tertiary intervention for children with
persistent challenges.4
Strong foundation is important in all multi-tiered systems of support.
Foundation: If this is in place, most children won’t need more intensive interventions.
In Teaching Pyramid, Foundation is:Nurturing and Responsive RelationshipsHigh quality Environments
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CSEFEL Pyramid Model:Promoting Social Emotional Competence in Infants and Young Children
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The Teaching Pyramid – Key Ingredients for Supporting Social Emotional Development
Focus on promotion and prevention rather then reactive procedures
Positive interactionsConsistency and predictability in the classroom routineClearly defined expectations Engaging activities
Focus on intentional teaching of social skills and emotional competencies
Acknowledging the relationship between social skills and challenging behaviorUnderstanding the function of children’s behavior and matching our strategies to the function of behaviorTeaching across the day rather then in response to challenging behaviorGiving children strategies that they can use in a variety of situations
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BENEFITS OF THE PYRAMID APPROACH
Program Perspective
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Benefits: Stronger Relationships
Teacher/child interactions are more intentional & meaningful.
Teaching staff understand what “trips their trigger” and how their reactions can escalate challenging behavior.
There is a real partnership between the family and the teaching staff. They build a relationship.
Families have said that they have learned to like their child again!
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Benefits: Improvements in Staff Morale, Confidence, and Teamwork
Staff satisfaction has increased. Staff turnover has decreased. Staff feel confident in their consistent use of PBS
strategies. Staff have more time to teach because they are
better prepared for the children. Staff work better as a team.
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Benefits: Staff Empowerment
Staff are implementing the Teaching Pyramid with fidelity.
Staff are better able to track children’s challenging behavior and respond proactively.
Staff have hope! The focus is on prevention instead of
intervention.
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Benefits: Child Outcomes
There are fewer referrals to external experts, we know what to do.
Children are improving in their social emotional competence over the program year.
Children are having fewer problems across the year. Children are improving when they receive intensive
behavioral interventions.
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THE FOUNDATION OF THE PYRAMID
Tier One
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Tier 1 in Infant-Toddler Classrooms
Primary caregiving Routines are individualized based on the needs
of each child Adults use routines to interact socially with
infants and toddlers Adults interact verbally with children mapping
their activities and emotions Adults respond to children’s signs of distress
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Tier 1 in Infant Toddler Classrooms
Adults support interactions between toddlers
Adults redirect children who are engaging in challenging behaviors
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The Pyramid Infant Toddler Observation System (TPITOS)
Importance of translating theory to practiceMeasuring implementationUsing information for professional
developmentStructure of the TPITOS
Classroom Design/Key Adult VariablesRed Flags
Current status of TPITOS 16
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THE IMPORTANCE OF UNIVERSAL SCREENING
Finding children needing more than the foundation
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Infant/Toddler S-E Screening
Child social-emotional development and functioning
Environmental support for child social-emotional behavior and development (center/classroom and home)
Key adult-child interaction behaviors that predict important child social-emotional outcomes
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Social-Emotional Development & Functioning
Ages and Stages Questionnaire- Social-Emotional(ASQ-SE; Bricker et al.)
Caregiver report10-15 minutes to completeProvides a cut-off score for social-emotional concerns
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General Environment Support of Social-Emotional Behavior & Functioning
The Pyramid Infant Toddler Observation Scale (TPITOS)
14 Red Flags 24 Classroom design and behavior items
Rated on a 4-point scale (exemplary practice to not observed)
Home Observation for Measurement of the Environment (HOME IT; Caldwell & Bradley)
45 items completed during home interview6 subscales related to the home environment (parent involvement
presence of appropriate materials and opportunities)
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Considerations for Selecting & Implementing
RepeatableBriefEasy to use and scoreInexpensiveReliable and validCapable of telling programs:
When there is a concernWhat intervention needs to zero in onWhether intervention is making a difference
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Recognizing Infants & Toddlers Needing more than Universal Intervention
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Externalizing Concerns
Severe tantrums Hitting, kicking, biting
Difficulty accepting guidanceScreaming no, throwing toys and materials
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Internalizing Concerns
Withdrawn Unengaged with people or materials Sad, anxious, irritable Have a hard time being comforted
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Dysregulation Concerns
Difficult to read signalsHard to recognize when they are happy or upset
Rapidly changing signalsMove quickly & with little warning to unconsolable
crying Difficulty calming Difficulty with routines
Falling asleep, staying asleepFeeding
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Screening Identification
Parent or teacher report (ASQ-SE)HOMETPITOS
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GREATER FOCUS ON INDIVIDUALIZATION
Tier Two
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Tier 2 Intervention
Intervention becomes more individualized Involves a closer look at teacher-child interaction in the
classroomFocusing in on a child’s signalsLooking at adult behaviors that foster positive child behaviorLooking at adult behaviors that get in the way of supporting child
positive behavior Identifying specific ways that teachers can respond to a child’s
individual signals to:Support and build on positive signals Reduce stress in response to negative signals
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Indicator of Parent-Child Interaction
IPCI (Baggett, Carta, & Horn, 2003)Brief rating scale following observation of authentic
interaction activities at home/centerAdult behaviors that facilitate child social-emotional
developmentAdult behaviors that interfere with child social-
emotional developmentChild engagement Child distress
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IPCI Use
Completed for children for whom Tier 1 concerns are identified
ASQ-SEHOMEClassroom Environment
Teacher-child interaction Classroom supervisorLead teacher while observing assistant teacher-child interaction
Parent-child interaction in the center or homeCompleted by a home visitor (teacher, family advocate, social
worker)
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INTENSIVE INTERVENTIONTier Three
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Who might need intensive intervention?
Children who are not showing progress in response to Tier 2 intervention.
Children whose development and behavior is identified as extremely off-track and teachers are unable to manage their behavior or support them without intensive supports.
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Purpose of Tier 3
No change as a result of your prevention strategies and intervention strategies at the lower levels of the pyramid.
Behaviors escalate.
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Tier 3
Team based process Functional assessment Individualized behavior support plan
Prevention strategies Replacement skills Adult responses to children’s behavior
Implemented across environments Linked to services beyond the classroom as
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CRITICAL ROLE OF FAMILIES IN THE INFANT-TODDLER PYRAMID
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Role of Families in the Pyramid
Families are involved from the very beginning of the model. If additional support is needed for a child, staff work directly with the
family. We will go to their home or they can come to the center…family choice.
Training in Positive Behavior Support is available to families. The family is considered the “expert” on the child. They play an
important role in any planning process. Families are taught to take Behavior Incident Reports.. Their
observations are very valuable for planning.
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Partnerships
Family support plans are an option. Mental health partners are in the centers regularly to
work with parents and staff on prevention strategies. Mental health partners are available for consultation in
the home, at the center or in their office…family choice. The staff and the family are a team. We share results of
our observations and compare our data. We use specific praise with parents as well as children
and each other.
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We make it a point to celebrate small successes.
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Summary and Conclusions
Some of the same features of the original Teaching Pyramid can be applied to programs serving infants and toddlers.
Strong foundation equals prevention. We need to ensure fidelity of implementation of the foundation. Families are a central feature of Infant-Toddler Teaching Pyramid. Measures are available for carrying out universal screening to
determine which children might need more intensive supports. Measures for monitoring progress of children in their interaction with
caregivers. Successful implementation of the model will depend on the strong
collaboration with community partners.
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