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What it Takes! Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior. Conference Call. Introduction to program-wide adoption of the pyramid Conceptual model Critical elements SEK-CAP discussion – Linda Broyles

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What it Takes! Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior

conference call
Conference Call
  • Introduction to program-wide adoption of the pyramid
    • Conceptual model
    • Critical elements
  • SEK-CAP discussion – Linda Broyles
  • Resources for adoption, implementation, and scale-up
evidence re sw pbs
Evidence Re: SW-PBS
  • Decreases in Office Discipline Referrals
    • 6000 schools nation-wide
    • First year decrease averages 33-66%
  • Improvements in school culture
  • School-wide academic improvements

Issues to Consider when Implementing Program Wide in ECE Settings

  • Range of service delivery systems
  • Training and expertise of teachers
  • Program philosophy, curriculum practices
  • Age and developmental level of children
  • Many early childhood programs do not have expertise in behavior support or resources to access this expertise
  • Lack of policies and procedures in place related to behavior support and guidance
  • Lack of systematic measure of effects


the teaching pyramid promoting social and emotional competence and addressing challenging behavior

Treatment/Focused Intervention

Intensive Interventions

The Teaching Pyramid: Promoting Social and Emotional Competence and Addressing Challenging Behavior

Targeted Social Emotional Supports


High Quality Supportive Environments

Universal Promotion

Nurturing and Responsive Caregiving Relationships

the teaching pyramid program wide pbs

Program-Wide Commitment

Teacher Training and Technical Assistance

Intensive Interventions

Data-Based Decision Making

Well-Defined Procedures

The Teaching Pyramid: Program-Wide PBS

Targeted Social Emotional Supports

High Quality Supportive Environments

Partnerships with Families

Administrative Support

Nurturing and Responsive Caregiving Relationships

program wide models
Program Wide Models
  • Kansas; SEK-CAP Head Start
  • Florida; Child Care, Head Start, ECSE
  • Iowa; Head Start, ECSE, Child Care
  • Colorado; ECSE, Child Care, Head Start
  • Illinois; Child Care, ECSE & Public School Pre-K
  • West Virginia; ECSE, Child Care
  • Tennessee; ECSE
critical elements leadership team
Critical Elements: Leadership Team
  • Establish a Team
    • Broad representation
    • Administrative support
    • Regular meetings
    • Implementation plan (use critical elements)
    • Review and revise plan at-least annually
critical elements staff buy in
Critical Elements: Staff Buy-In
  • Staff Buy-In
    • Staff poll establishes buy-in
    • Leadership team maintains buy-in by inviting input and feedback
critical elements expectations
Critical Elements: Expectations
  • Teaching and Acknowledging the Expectations
    • Strategies developed for embedded instruction
    • Variety of teaching strategies
    • Strategies for acknowledging use of expectations
critical elements family involvement
Critical Elements: Family Involvement
  • Family Involvement
    • Input at the beginning
    • Multiple mechanisms for sharing the initiative
    • Multiple mechanisms for home implementation
    • Family partnerships in developing and implementing individualized support
critical elements teaching pyramid
Critical Elements: Teaching Pyramid
  • Classrooms are implementing the Teaching Pyramid
    • Positive relationships
    • Supportive environments
    • Teaching social emotional skills
    • Initiate the development of individualized supports for children with persistent challenging behavior
critical elements professional development and staff support
Critical Elements:Professional Development and Staff Support
  • Staff Support Plan
    • Ongoing technical assistance
    • Behavior support facilitators are trained
    • Needs assessment for pyramid implementation
    • Individualized professional development plans
    • Group and individualized training strategies
    • Incentives and acknowledgment
critical elements responding to challenging behavior
Critical Elements:Responding to Challenging Behavior
  • Responding to problem behavior
    • Developmentally appropriate, classroom strategies
    • Crisis responses
    • Problem solving and support
    • Team assessment-based process for tertiary level
    • Partnerships with families
critical elements monitoring implementation outcomes
Critical Elements: Monitoring Implementation & Outcomes
  • Monitoring implementation and outcomes
    • Measurement of Implementation
    • Measure outcomes
    • Data collected and summarized
    • Data shared with staff and families
    • Data used for ongoing monitoring and problem solving
    • Plan is updated, revised based on data
linda broyles deputy director southeast kansas community action program sek cap head start

What it Takes!Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior

Linda Broyles, Deputy Director

Southeast Kansas Community Action Program (SEK-CAP) Head Start

the sek cap story
The SEK-CAP story
  • Desire to adopt the model
  • Process
  • Outcomes
  • Administrative actions to sustain
desire to adopt the model
Desire to adopt the model

Even with training in behavior management techniques, Head Start staff reported:

  • Leaving work in tears
  • Unable to deal with all children
  • High levels of stress, burnout, fatigue and turnover
  • Unable to teach because they were always dealing with challenging behaviors
  • Looking to outside “experts” to solve the problems in the classroom
  • Lack of joy for the job
desire to adopt the model1
Desire to adopt the model

Our experience indicates that:

  • Workshops don’t work
  • Reactive strategies don’t work
  • A system is really necessary to have a consistent response to challenging behavior
  • The teaching pyramid model offers an approach to promote social competence and address challenging behavior
process this systems level approach requires
ProcessThis systems level approach requires
  • Administrative commitment and leadership
  • Resource deployment and budgeting
  • Staff development and staff support plans
  • Shared decision making and collaboration with staff, families & community partners
  • Accountability
administrative commitment and leadership
Administrative Commitment and Leadership
  • Develop a staff support model for addressing challenging behavior
  • Develop a core team – The original SEK-CAP core team was comprised of administrative and management staff
  • Build internal expertise as a safeguard and additional support prior to the implementation of the program-wide approach
resource deployment and budgeting
Resource deployment and budgeting
  • Know what you don’t know!
  • Obtain the services of an expert who does know
  • Plan for costs associated with the development of the model
  • Learn how people react and adapt to change and have strategies in place to help them make a successful transition to a new culture
staff development and support plan
Staff development and support plan
  • Ongoing technical assistance from behavior consultant
  • Core team trained in basics of the Teaching Pyramid model before school year begins
  • Entire early childhood team receive training in the model
  • Self assessment results in site specific implementation plans developed by the direct service team & their direct supervisor
staff development and support plan continued
Staff development and support plan continued
  • Monthly meetings of core team & consultant used for sharing information, data analysis, planning and further development of the model
  • Quarterly brainstorming sessions with field staff, the core team and the behavior consultant to discuss lessons learned, share successes, review strategies & set goals
staff development and support plan continued1
Staff development and support plan continued
  • Individualized professional development plans for each member of the team
  • Group and individualized training opportunities based on identified need
  • Incentives and acknowledgement
shared decision making collaboration with staff families and community partners
Shared decision making & collaboration with staff, families and community partners
  • Build staff buy-in and commitment to change
  • Articulate expectations of the model so that everyone clearly hears and understands the goals
  • Openly discuss and provide opportunities for input into the development of the model
  • Identify potential barriers to success
shared decision making collaboration with staff families and community partners1
Shared decision making & collaboration with staff, families and community partners
  • Involve families as partners as you are developing the relationship
  • Give community partners a voice
  • Provide feedback
how did we do this accountability
How did we do this? Accountability!
  • Self assessment and ongoing observation used to make immediate corrections
  • Data collection needs established in the beginning
  • Baseline data accumulated, compiled & analyzed by consultant
accountability continued
Accountability continued
  • Data collection tools established to provide feedback from a variety of sources (many CSEFEL tools used)
  • Data is reported, analyzed and used for planning and continuous quality improvement
  • Ongoing monitoring and evaluation
  • Staff view themselves as having the skills to better support children in the classroom. They feel confident and competent.
  • Staff report having time to actually teach!
  • Staff look to each other as sources of additional information and support
  • Staff can demonstrate the fundamental elements of the Teaching Pyramid model in their classrooms
  • Teamwork has been strengthened
outcomes continued
Outcomes continued:
  • Staff now understand that there is not a “bad child”…there is only inappropriate behavior
  • A culture of friendship and support is created throughout the program
  • We have become intentional and purposeful in our interactions with children in order to build on their strengths
  • We look at ways children are alike instead of how they are different
  • Children are able to self- regulate
outcomes continued1
Outcomes continued:
  • The Teaching Pyramid model works for all children
  • Internal expertise has increased. Staff have asked for fewer suggestions from outside experts on dealing with challenging behavior
  • Time out has been eliminated
outcomes continued2
Outcomes continued:
  • The number of children receiving individual counseling from psychologists has decreased
  • The number of children identified as having challenging behavior and referral for mental health services has decreased
outcomes continued3
Outcomes continued:
  • Resources have been reallocated to prevention instead of intervention
  • In management and direct service staff debriefings at the end of the last two years, challenging behavior was not mentioned one time as a barrier to teaching. They now have the skills and support they need to figure it out! Staff satisfaction has increased
  • Staff turnover has decreased
  • We have hope!
administrative actions to sustain the effort over time
Administrative Actions to Sustain the Effort Over Time
  • Provide leadership and vision
    • You do not have power until you give it away
    • Promote cooperative visioning and goal setting
    • Appeal to shared aspirations
  • Comply with requirements
  • Ensure child well- being and progress
administrative actions to sustain the effort over time continued
Administrative Actions to Sustain the Effort Over Time Continued:
  • Provide effective policies and resources. Embed the model throughout every aspect of programming
  • Ensure staff competence
    • Support professional development
    • Support the transfer of learning
    • Provide opportunities for coaching/mentoring
    • Evaluate and acknowledge efforts of staff
    • Engage in collaborative leadership and planning
administrative actions to sustain the effort over time continued1
Administrative Actions to Sustain the Effort Over Time Continued:
  • Employ “substitutes” who are trained in the model as additional support
  • Support continuing education
  • Maintain contact with consultants
  • Listen to staff concerns and respond
  • Provide feedback on data to improve performance and celebrate growth
  • Maintain a level of enthusiasm, passion, and excitement for the work that is contagious. Live that passion.
impact of pbs
Impact of PBS

Our staff say:

“…it has changed my actual teaching style.”

“The stress level is reduced. I feel more confident to try new things.”

“By having the program, it’s helping daily. More children are more successful.”

“And it helps keep our turnover down. People stay.”

“I think overall the environment has shifted.”



Pyramid Training and Program-Wide Implementation

national centers resources
National Centers - Resources
  • Center on the Social and Emotional Foundations for Early Learning
  • Technical Assistance Center on Social Emotional Intervention (TACSEI)
training materials
Training Materials
  • 3rd Edition of Training Modules
    • Focused on 2 – 5 year olds
    • Expanded activities, scripts, handouts
    • More case examples
    • New videoclips with guidance for presenters
    • More diverse examples

- Available in English & Spanish

“Promoting Social Emotional Competence”

22 min. video

Overview of Framework

English and Spanish

open captioning

Pyramid Model Overview DVD
teaching social emotional skills
Teaching Social Emotional Skills
  • 28 minute video
  • Illustrates application of practices in 3 classrooms
csefel new materials coming in 2008
CSEFEL New Materials – Coming in 2008
  • Research Syntheses
    • Infant mental health
    • Screening and assessment
    • Implementing and sustaining practices
  • New What Works Briefs
  • What Works Briefs Training Kits
  • Expanded Training Modules (birth – 2)
  • Decision-making Guidelines
  • Tools for Families
technical assistance center on social emotional intervention
Technical Assistance Center on Social Emotional Intervention
  • Provide a unified message and approach to the field
  • Work in collaboration with existing organizations and technical assistance providers
  • Develop and evaluate models of effective practice
  • Support states to sustain scaled-up implementation of evidence-based models and evidence-based practices
www challengingbehavior org
  • Powerpoints to download
  • Policy Summit presentations
  • Individualized Positive Behavior Support – applications for young children
  • Teaching Tools materials
providing evidence based models
Providing Evidence-Based Models
  • Years One and Two (2008 – 2009)
    • Guide the implementation and evaluation of the Pyramid Model within a variety of programs that serve children (0-5) with or at risk for delays or disabilities
    • Conduct an analysis of the factors that facilitate fidelity of implementation and sustainability
    • Develop model implementation guidance that includes professional development activities, methods for assessing implementation fidelity, evaluation activities, and elements needed to promote sustainability.
  • Years Three to Five (2010 – 2012)
    • Support states in the implementation, sustainability, and scale-up of models with a focus on the development of an infrastructure for ongoing professional development and support
products coming in 2008
Products – Coming in 2008
  • Description of Pyramid model and its application for children served by IDEA in multiple formats
  • Pyramid model within a RTI framework
  • Syntheses of knowledge related to:
    • Evidence-based and developmentally appropriate intervention methods and curricula for promoting social development and addressing challenging behavior;
    • Delivery of interventions in inclusive settings and natural environments;
    • Delivery of family-centered services to promote the social-emotional development of children in the Part C system;
    • Assessment instruments and methods for monitoring growth and progress; and
    • TA strategies that lead to utilization, sustainability of change, and outcomes.

This is not your typical conference!

Come to Florida for intensive workshops where you can expect practical strategies for supporting a positive approach to social emotional development. Get real solutions to behavior challenges in early childhood settings!

April 2-5, 2008

Sheraton Sand Key Resort, Clearwater Beach, Florida


Space is Limited

Center for Evidence Based Practice: Young Children with Challenging Behavior (CEBP) and Center for Social Emotional Foundations in Early Learning (CSEFEL)

Sponsored by:

In partnership with:


contact the center
Contact the Center

This presentation first appeared as part of a conference call series coordinated by The National Early Childhood TA Center (NECTAC) in collaboration with: OSEP Preschool LRE Community of Practice, Mountain Plains Regional Resource Center, The National Professional Development Center on Inclusion, and The Technical Assistance Center on Social Emotional Intervention for Young Children. For more information, visit: