using the teaching pyramid observation tool (tpot™) for preschool classrooms
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Teaching Pyramid Observation Tool (TPOT)
Mary Louise HemmeterPatricia Snyder
Lise Fox
Overview of TPOT
• Observation- and interview-informed, judgment-based rating scale
• Developed to assess teachers’ implementation of universal and targeted Pyramid model practices and teachers’ capacity to implement tertiary/individualized practices
Tertiary Intervention: Few Children
Secondary Prevention:
Some Children
Universal Promotion: All Children
The Pyramid Model: Promoting Social and Emotional Competence and Addressing
Challenging Behavior
3
Teaching Pyramid Observation Tool (TPOT)
• The TPOT was developed to measure the fidelity with which teachers implement Pyramid Model practices
• Provides information that can be used to:– Describe “quality” of implementation of TPOT practices– Compare implementation within and across
teachers/classrooms– Identify needs of teachers for training and support
TPOT• Scoring booklet
– Classroom information– Schedule– Items/indicators– Space for notes
• Manual– Definitions– Items/indicators with scoring guidance, rules, and clarifications
Using the TPOT• Observations
–Conducted for a minimum of 2 hours• Must observe centers or free play, at least one
teacher-directed activity and transition between activities
• Focus of observation is primarily lead teacher’s behavior, but consider all adults
• Interviews– For those practices that might not be observed during a
2-hour observation
Organization of the TPOT: Subscales
• Key Practice Items: Multiple indicators associated with each item
– Each indicator rated yes, no, or N/0 (only when noted)
• Red Flags– Each item rated yes or no
• Using Effective Strategies for Responding to Challenging Behavior– Includes three indicators that represent “essential” strategies for responding to
challenging behavior and three additional strategies that might be used– Each item rated as yes or no– Only scored when challenging behavior is observed during the observation
period
Key Practice Item Subscale
Observation items1. Schedules, routines, & activities (SR)2. Transitions between activities (TR)3. Supportive conversations (SC)4. Promoting engagement (ENG)5. Providing directions (PD)6. Collaborative teaming (CT)7. Teaching behavior expectations (TBE)8. Teaching social skills and emotional
competencies (TSC)
Observation and interview items9. Teaching friendship skills (FR)10. Teaching children to express emotions (TEE)11. Teaching problem-solving
(TPS)
Interview items12. Interventions for children with
persistent challenging behavior (PCB)
13. Connecting with families (COM)14. Supporting Families in using
Pyramid Model practices (INF)
Key Practice Item
9
Item
Indicator
Score
Columns
No Opportunity
Key Practice Item: Observation Only
10
Key Practice Item: Observation AND Interview Item
11
Red Flags Subscale
• Practices that are contraindicated in relation to Pyramid Model implementation
Red Flags
14
Challenging Behavior Subscale:Using Effective Strategies to Respond to Challenging Behavior (SCB)
• Only scored when challenging behavior occurs. If challenging behavior occurs during the observation, score for each incident of challenging behavior.
• If one or more incidences of challenging behavior occur that meet the definition for challenging behavior, record a short-hand note in the ‘incident’ box to describe the type of challenging behavior you observed
• For each incident that occurred, mark ‘yes’ if you observed the teacher using a practice related to the SCB indicator or mark ‘no’ if you did not observe the teacher using the practice to address the challenging behavior
Defining the Behavior – What to Note
Challenging Behavior Subscale
17
What is different about this version
of the TPOT?
Studies to Examine the Psychometric Integrity of Teaching Pyramid Observation Tool (TPOT) Scores
• Primarily Head Start Classrooms• TPOT observations
– 50 classrooms– 2 raters– 3 occasions
• 300 total TPOTs• Generalizability study to look at
dependability of scores across items, raters, occasions of measurement
• CLASS (Pianta, LaParo, & Hamre, 2008)
– 50 classrooms– Administered between 2nd and 3rd
TPOT observation– Inter-observer agreement for 34% (n
= 17)– Convergent score validity
Generalizability Study• Examine potential sources of
error in TPOT scores• Teachers X Raters X Indicators
X Occasion • Less than .01% of variance on
key practice indicators due to raters
• .22% of variance on key practice indicators due to occasion
• 5.1% of variance on key practice indicators due to classroom/teacher
• Phi coefficient for key practice indicators = .89
• G coefficient for key practice indicators = .95
• Good news! • Dependability in rank
ordering of classrooms and dependability in scores across raters, occasions
• Phi coefficient = important because want teachers to reach criterion with respect to implementation of TPOT indicators
Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., & Miller, M.D. (2013). Developing and gathering psychometric evidence for a fidelity instrument. Journal of Early Intervention, 35, 150-172.
TPOT and CLASS Correlations
N = 50TPOT Key Practices
Emotional Support (ES)
.70
Classroom Organization (CO)
.73
Instructional Support (IS)
.76
Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., & Miller, M.D. (2013). Developing and gathering psychometric evidence for a fidelity instrument. Journal of Early Intervention, 35, 150-172.
Noteworthy Correlations:TPOT and CLASS*
• TPOT Key Practices subscale and every CLASS dimension and domain
• TPOT Red Flags subscale and every CLASS dimension and domain (negative relationships)
• General teaching items on TPOT (SR, TR, SC, ENG, PD) and each CLASS dimension and domain
• Most targeted teaching items on TPOT (TBE, TSC, TEE, TPS, FR) and Instructional Support CLASS domain
• TPOT Connecting with Families with each dimension and domain on CLASS
Additional detail in Chapter 7 in TPOT manual
Noteworthy CorrelationsTPOT and ECERS-R
• TPOT Key Practices subscale and overall ECERS-R• 10 of the 14 TPOT key practice items and overall
ECERS-R• TPOT Red Flags subscale and overall ECERS-R
(negative relationships) • TPOT Supporting Family Use of Pyramid Model
Practices and 5 of 7 ECERS-R subscales• TPOT Strategies to Promote Engagement and 6
of 7 ECERS-R subscalesAdditional detail in Chapter 7 in TPOT manual
Pre-SET and Select TPOT-Pilot Version Key Practice Items(N = 31 Classrooms)
Note. Adapted from Steed and Pomerleau (2012). N = 31 classrooms. a = Seven environmental items included on pilot version of TPOT. * = p < .05 ** = p < .01
Additional detail in Chapter 7 in TPOT manual
Figure 1. Mean Teaching Pyramid Observation Tool implementation scores across waves by experimental condition. Total number of TPOT indicators = 108.Statistically significant and noteworthy differences at Wave 4 [t(40.03)=6.80, p<.001, Cohen’s d=2.6)
Results: Implementation of Teaching Pyramid Practices
Hemmeter, M.L., Fox, L., Snyder, P., & Algina, J. (2011, April). Efficacy of a classroom-wide model for promoting social-emotional development and preventing challenging behavior. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Results: SSIS Child Outcomes
Adjusted Means Cohen’s d Effect SizeIntervention Control
Target ChildrenSocial 88.6 84 .41
Problem Behavior 108.7 115.5 -.52*Non Target Children
Social 103.8 96.4 .46*Problem Behavior 95.2 99 -.29
Hemmeter, M.L., Fox, L., Snyder, P., & Algina, J. (2011, April). Efficacy of a classroom-wide model for promoting social-emotional development and preventing challenging behavior. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Figure 2. Mean frequency of positive social interactions during 60 min observation session across waves for Cohort 1 target children whose teachers were in the intervention or control condition. An average of the frequency of positive social interactions for the 2 to 3 target children in each classroom was used to derive the means reported for each group at each wave.
Results: Target Child Social Interactions
Hemmeter, M.L., Fox, L., Snyder, P., & Algina, J. (2011, April). Efficacy of a classroom-wide model for promoting social-emotional development and preventing challenging behavior. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Using the TPOT to Inform Decision Making
• Using the TPOT in coaching– Running TPOT– Formal TPOT– Goal setting/action planning
• Using the TPOT program wide– Monitor implementation of PW implementation– Plan professional development
• Using the TPOT in monitoring/evaluation
Sched
ules, ro
utines, an
d activiti
es
Transiti
ons betw
een ac
tivities
Supporti
ve co
nversa
tions
Promoting c
hildren
’s enga
gemen
t
Provid
ing dire
ctions
Collaborati
ve te
aming
Teach
ing child
ren beh
avior e
xpect
ations
Teach
ing socia
l skills
and em
otional co
mpetencie
s
Teach
ing frie
ndship sk
ills
Teach
ing child
ren to
expres
s emotions
Teach
ing pro
blem so
lving
Interve
ntions for c
hildren
with
persist
ent c
hallen
ging b
ehav
ior
Connecting w
ith fa
milies
Supporti
ng fam
ily use
of the P
yramid M
odel prac
tices
Key Prac
tices Su
bscale
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Indicators Observed for Key Practice Items
Initial TPOT Spring TPOT
Sched
ules, ro
utines, an
d activiti
es
Transiti
ons betw
een ac
tivities
Supporti
ve co
nversa
tions
Promoting c
hildren
’s enga
gemen
t
Provid
ing dire
ctions
Collaborati
ve te
aming
Teach
ing beh
avior e
xpect
ations
Teach
ing socia
l skills
and em
otional co
mpetencie
s
Teach
ing frie
ndship sk
ills
Teach
ing child
ren to
expres
s emotions
Teach
ing pro
blem so
lving
Interve
ntions for c
hildren
with
persist
ent c
hallen
ging b
ehav
ior
Connecting w
ith fa
milies
Supporti
ng Fam
ily use
of the P
yramid M
odel prac
tices
Key Prac
tices Su
bscale
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percentage of Indicators Observed for Key Practice ItemsInitial - 8 Teachers November - 8 Teachers April - 8 Teachers
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