12/17/2018 1 Pyramid Model: Where it came from, What we’ve learned, Where we need to go Lise Fox, PhD University of South Florida [email protected]Developed By • Faculty associated with Pyramid Model Faculty • Lise Fox • Glen Dunlap • Barbara Smith • Phil Strain • Judith Carta • Kathleen Baggett • Karen Blase • Erin Barton • Mary Louise Hemmeter • Rob Corso • Micki Ostrosky • Roxane Kaufmann • Amy Santos • Tweety Yates • Amy Hunter • Matt Timm • And many others What We Built Tertiary Intervention Few Secondary Prevention Some Universal Promotion All A Framework of Evidence-Based Practices Pyramid Model for Promoting the Social and Emotional Competence of Young Children
Transcript
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Pyramid Model:Where it came from, What we’ve learned, Where we need to go
Go into shell. Take 3 deep breaths. And think calm, coping thoughts.
Come out of shell when calm and thinking of a solution.
Tertiary Intervention Few
Secondary Prevention Some
Universal Promotion All
Pyramid Model for Promoting the Social and Emotional Competence of Young
Children
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Individualized Positive Behavior Support
•Convene a team
•Conduct functional assessment
• Identify hypotheses
•Develop behavior support plan for all relevant environments
What We Learned
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Institute of Education Sciences •R324A07212: Examining the Potential Efficacy of a Classroom-Wide Model for Promoting Social-Emotional Development and Addressing Challenging Behavior in Preschool Children With and Without Disabilities
•R324A120178: Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenging Behavior in Preschool Children With or At-Risk for Disabilities
Status of Pyramid Practices in EC Classrooms
TPOT studyN=50
Potential Efficacy TrialN=40
Distance coachingN=33
Efficacy TrialN = 92
Mean Range Mean Range Mean Range Mean Range
Red flags 3.0 0‐11 3.75 1‐10 2.13 0‐7 3.23 0‐11
Percent of indicators
39.1%14% to 73%
38.24%16% to 74%
39.87%14% to 66%
48.27%19% to 86%
Sample and Design
•Public school classrooms
• Nashville, Tennessee
• Tampa, Florida
• Gainesville, Florida
•Randomly assigned 1-2 teachers per building to experimental conditions
•2-3 target children per classroom
Method
• Intervention teachers received:• 3 days of training (19.5 hours)
• 4 implementation guides
• Implementation materials
• Coaching• 13 weeks (Study 1)
• 16 weeks (Study 2)
•Control teachers received training at end of study
Measuring Implementation Fidelity
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Practice-Based CoachingStudy 1: Teacher Implementation of
Pyramid Model Practices
Effect Sizes X Wave
Wave 2 d = .59
Wave 3 d = 1.14
Wave 4 d = 1.52
Study 1: Observations of Target Children’s Social Skills
0.0
5.0
10.0
15.0
20.0
25.0
Wave 1 Wave 2 Wave 3 Wave 4
Intervention
Control
Teaching Pyramid Observation Tool
Study 1(Adjusted Means)
Study 2(Adjusted Means)
Wave Control TPOT d Control TPOT d
2 38.3 45.6 .59* 46.5 54.4 .46*
3 40.3 59.9 1.14* 45.8 61.2 .87*
4 41.6 72.5 1.52* 46.8 59.9 .75*
Findings Across Studies - TPOT
Findings Across Studies - SSISSocial Skills Improvement System
Study 1(Adjusted means) Study 2 (Adjusted means)
Children Scale Control Treatment d Control Treatment d
Non‐target
Problem behavior
99.1 95.2 ‐.30* 100.7 97.7 ‐.20*
Social skills
95.2 103.2 .51* 96.08 100.7 .24*
Target
Problem behavior
115.1 108.9 ‐.39* 112.3 108.7 ‐.23*
Social skills
83.9 88.7 .32* 82.1 87.2 .27*
Sustainability Year FindingsIntervention Group
Key Pyramid Model Practices
Wave Mean Mean Difference
Effect Size
Wave 4 (Intervention Year)
59.13
Wave 5 58.67 ‐0.46 ‐0.03
Wave 6 57.30 ‐1.83 ‐0.12
Wave 7 54.39 ‐4.7 ‐0.30
Wave 8 57.43 ‐1.69 ‐0.11
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Challenges to Address Changing Practice•Training alone is inadequate
•Coaching is necessary for translation of training to classroom practice
•Focus of coaching is fidelity of implementation
•Administrative support and systems change necessary for sustained adoption
•Data decision-making systems necessary for ensuring targeted program, practitioner, and child outcomes
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Program-Wide Implementation Guided by a Leadership Team
Leadership Team
Staff Buy-In
Family Engagement
Program-Wide Expectations
Responding to
Challenging Behavior
Continuous Professional
Development & Classroom Coaching
Data Decision-
Making Examining
Implementation and
Procedures for Responding to
Challenging Behavior
Data Decision-Making
Examining Implementation and Outcomes
Program-Wide Leadership Team Implementation Guides
Program Leadership Team Guide to Practice-Based
Coaching Coming soon!
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Family Engagement• Family input is solicited as part of
the planning and decision-making process.
• There are multiple mechanisms for sharing information with families
• Family involvement in the initiative is supported through a variety of mechanisms and information shared through a variety of formats/
• Families are involved in planning for individual children in a meaningful and proactive way.
Program-Wide Expectations
Continuous PD and Coaching
Training Packages available for download from www.challengingbehavior.org
Teaching Pyramid Observation Tool
• Initial assessment to develop action plan goals
• “Running TPOT” to track teacher progress
•Year end assessment to show growth in implementation
Practice-Based Coaching* FRAMEWORK
Pyramid ModelPractices
*Adapted from the National Center for Quality Teaching and Learning, 2012http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/development/coaching.html
Procedures for Responding to Challenging Behavior
•Expectations for teacher action if child has challenging behavior
•Who will assist and when (e.g., behavior coach observation)
•How decision to develop plan will be determined
•Process for developing a plan
•Role of the family
•Expectation for progress monitoring and plan review
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Manualized Process for the Design and Implementation of Individualized Interventions
Data Decision-Making• Implementation• Benchmarks of Quality
• TPOT, TPITOS
•Program• Behavior Incidents
•Child• Rating Scales
• Curriculum-based progress monitoring
• Behavior/skill progress monitoring
Look-Think-ActGuiding Data Decision-Making!
Early Childhood Program-Wide PBS
Benchmarks of Quality
TPOT/TPITOS Coaching Classroom Teachers
Behavior Incident Report System•Behavior Incident Report System v2.0
•Behavior Incident Report Form
•Behavior Incident Report Instructions
•BIRS Teacher Training
•BIRS Data-Based Decision-Making Guide
Behavior Incident Report (BIR)
Form for recording serious behavior incidents and child demographics
Generate graphs that reviewed by the leadership team
Analyze across children, across teachers, individual children
Goal is to support the child, teacher, and consider actions needed for program improvement
Where We Need to Go
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ChallengingBehavior.org Headlines….againBlack students nearly 4x as likely to be suspendedGreg Toppo, USATODAYPublished 12:04 a.m. ET June 7, 2016 | Updated 8:14 a.m. ET June 7, 2016
Backlash over pre-K and kindergarten suspensions prompts new billJason Gonzales, USA TODAY NETWORK – Tennessee Published 2:17 p.m. CT March 3, 2017 | Updated 9:56 a.m. CT March 4, 2017
Black preschool kids get suspended much more frequently than white preschool kids, U.S. survey saysBy JOY RESMOVITSJUN 06, 2016 | 9:00 PM 250 preschoolers suspended or expelled
daily, nonprofit findsBy Valerie StraussThe Washington Post
Preschoolers Suspended?!:• 5,000 preschoolers were
suspended at least once and nearly 2,500 were suspended a second time.
Disproportionate Number of Black Preschoolers Suspended
% of Population
black children other
African Americans are only 19% of Preschool Population, but comprise 47% of Suspensions, United States Department of Education , 2014. Data from 2016, 19% enrollment, 46% suspension
% of Suspensions
black children Other
Disproportionality in Corporal Punishment
•Black children were 19% of the preschool population and 22% of those spanked or paddled
•American Indian children where 1% of the preschool population, but 9% of those spanked or paddled
Importance of this Topic
• Early expulsion or suspension predicts later expulsion or suspension
• Estimates indicate that rates in early education are higher than in K12 settings.
• Data consistently indicate large racial disparities, with young boys of color being suspended and expelled at disproportionately high rates.
US Department of Health and Human Services & US Department of Education (2014).Policy statement on expulsion and suspension policies in early childhood settings. Washington, DC: Author
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BIR Analytic ElementsMeasure Analysis Factors
Behavior incident frequency
Program Classroom Child
Type of Problem Behavior
Activity Others involved Possible motivation Strategy/Response Administrative
follow-upDisproportionality BIR Composition
BIR Risk Risk Ratio
Race/Ethnicity Gender IEP status DLL
Includes Tracking Suspension and Expulsions
• Expulsion/Dismissal
• In School Suspension• Temporary removal from classroom
• Time in different classroom or adult outside the classroom
• Short Term Suspension• Sent home for remainder of day -Child is sent home for
some part of the school day.
• Suspension• Sent home for one or more days - Child is sent home and
not allowed to return to school for one or more days.
Equity
Critical Questions for All of Us• Do only some teachers implement the Pyramid Model?
• Do only some families know and use social emotional teaching practices?
• Are only some children responsive to our skill instruction efforts?
• Are there some children that continue to have persistent challenging behavior?
• Are teachers/administrators reluctant to include some children?
• Are our coaching and other teacher supports robust and implemented with fidelity?
More questions…•Are we collecting data and using data effectively to make decisions that influence outcomes for children, teachers, and families?
•Are families full partners in our implementation; partners in supporting their child AND partners in implementation?
•Do we engage community partners in Pyramid Model implementation? Can we build community capacity so that more children and programs might benefit from the framework?
Thinking More Deeply About..• Quality inclusion for all children
• Data tools for guiding decisions that are efficient, and result in outcomes
• Culturally responsive practices
• Understanding implicit bias and issues of equity
• Deepening and expanding the framework
• Integration of infant and early childhood mental health
• Creating a seamless system
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The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326B170003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project officer, Jennifer Tschantz.
