Th P id M d l U i Th P id M d l U i v

The Pyramid Model: Using MTSS to Promote Social

d E ti l O t

The Pyramid Model: Using MTSS to Promote Social

d E ti l O tand Emotional Outcomesand Emotional Outcomes

Lise Fox, PhDUniversity of South Florida

lisefox@usf.edu

Sister CentersSister CentersSister CentersSister Centers

Center on the Social and Emotional Foundations for Early Learningwww.vanderbilt.edu/csefel/

Our FocusOur FocusOur FocusOur Focus

Provide a unified message and approach to the field

W k i ll b ti ith i tiWork in collaboration with existing organizations and technical assistance providers

Develop and evaluate models of effectiveDevelop and evaluate models of effective practice

Support states to sustain scaled-up pp pimplementation of evidence-based models and evidence-based practices

The Pyramid ModelThe Pyramid ModelThe Pyramid ModelThe Pyramid Model

TertiaryI t ti

Few

SecondaryP ti

Intervention

Some

Universal

Prevention

AllPromotion

Nurturing and Responsive R

Nurturing and Responsive RRelationshipsRelationships

Foundation of the pyramidEssential to healthy social developmentIncludes relationships with children, families

and team members

5

High Quality EnvironmentsHigh Quality EnvironmentsHigh Quality EnvironmentsHigh Quality Environments

Inclusive early care and education environments

Comprehensive system of curriculum, assessment, and program evaluation

Environmental design, instructional materials, scheduling, child guidance, and teacher interactionsand teacher interactions that meet high quality practices as described by NAEYC and DEC

6

NAEYC and DEC

Sample ExpectationsSample ExpectationsSample ExpectationsSample Expectations Expectation/Rules MatrixExpectation/Rules MatrixExpectations Classroom Playground Hallway

Be Respectful

Soft Touch Take Turns Inside Voicep

Be Safe Walking Feet Sit on Bikes, Slide and

Walking FeetSlide, and Swings

Be a Team Player

Help a Friend

Help a Friend

Stay Together

Targeted Social Emotional S

Targeted Social Emotional SSupportsSupports

Self-regulation, expressing and understanding

ti bl l iemotions, problem solving, developing social relationships

E li it i t tiExplicit instructionIncreased opportunities for

instruction, practice, feedbackfeedback

Family partnershipsProgress monitoring and

data-based decision-making

Secondary Prevention=S I

Secondary Prevention=S ISkill InstructionSkill Instruction

Identify target skillIdentify learning opportunities and seek toIdentify learning opportunities and seek to

maximize the number of learning trialsSelect procedure for teachingSelect procedure for teaching

e.g., least to most, most to least, incidental teaching procedure peer support modelingteaching procedure, peer support, modeling, visual promptsTrack child progressTrack child progress

Sample Target SkillsSample Target SkillsSample Target SkillsSample Target Skills

Greet peers or adultsPlay next to other children without

difficultyExplore new environment object toy

Initiate problem solving to resolve peer or situational conflict

Share and takes turns with peersComfort others when upsetExplore new environment, object, toy

Try new task before seeking helpParticipate in simple turn-taking social

gamesAccept changes in routines or settings

Comfort others when upsetCalm self when upsetParticipate appropriately in group

activitySeparate from caregiver withoutAccept changes in routines or settings

when preparedCommunicate when needing helpIdentify emotions in selfIdentify emotions in others

Separate from caregiver without distress

Wait for turn during large group activities

Follow adult directionIdentify emotions in othersCooperate with simple adult requestPlay with other children without

difficultyMove from activity to another without

Follow adult directionRespond appropriately to corrective

feedbackFollow routine and rulesInitiate activity with peersMove from activity to another without

difficultyInitiate activity with peersOffer help to peersAnd more………………

Individualized Intensive Interventions

Individualized Intensive InterventionsInterventionsInterventions

Comprehensive interventions across all settingsall settings

Assessment-basedCollaborative teamCollaborative teamSkill-building

Individualized P S

Individualized P SPositive Behavior SupportPositive Behavior Support

Convene a teamConduct functionalConduct functional

assessmentIdentify hypothesesIdentify hypothesesDevelop behavior

support plan for allsupport plan for all relevant environments

13

Establishing the Evidence-Base f th P id M d l

Establishing the Evidence-Base f th P id M d lof the Pyramid Modelof the Pyramid Model

Mary Louise Hemmeter Vanderbilt UniversityMary Louise Hemmeter, Vanderbilt UniversityLise Fox, University of South FloridaPatricia Snyder, University of FloridaJ Al i U i it f Fl idJames Algina, University of Florida

Funded by the Institute of Education Sciences R324A07212

Pyramid ModelPyramid ModelPyramid ModelPyramid Model

P blic school classroomsPublic school classroomsNashville, TennesseeTampa FloridaTampa, Florida2 Cohorts

Randomized group designRandomized group design20 Intervention and 20 control teachers2 3 Target children in each classroom2-3 Target children in each classroom(identified through the Caregiver

Teacher Report Form of the ChildTeacher Report Form of the Child Behavior Checklist)

Results: Implementation of Teaching Pyramid Practices

Figure 1. Mean Teaching Pyramid Observation Tool implementation 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)

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: SSIS Child OutcomesResults: SSIS Child Outcomes

Adjusted Means Cohen’s dAdjusted Means Cohen s d Effect SizeIntervention Control

Target ChildrenS i lSocial 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 ‐.2995.2 99 .29

Results: Target Child Social Interactions

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

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.

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.

Formula for SuccessEffective and Socially Valid Practices

++Effective Implementation Methods

+ Implementation Supports

Meaningful Outcomes

Fixsen & Blase, 2012

SW-PBSSW-PBSSW PBSSW PBS

Systems approach for establishing the social culture and individualized supportssocial culture and individualized supports for a school to be safe and effective

Measurable outcomesMeasurable outcomesData decision makingEvidence-based interventionsEvidence based interventionsSystems supports

(Sugai & Horner, 2009)

Tertiary Prevention:Specialized Individualized

CONTINUUM OFSCHOOL-WIDE

FEW

Secondary Prevention:

Systems for Students with High-Risk Behavior~5%

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

FEW

P i P ti

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

~15% SOME

Primary Prevention:School-/Classroom-Wide Systems forAll Students,,Staff, & Settings

ALL~80% of Students

Horner, Lewis, Sugai, Todd, Walker…~1994 

PW-PBSPW-PBSPW PBSPW PBS

Systems approach for establishing the program culture and individualizedprogram culture and individualized supports for supporting social emotional competencecompetence

Measurable outcomesD t d i i kiData decision makingEvidence-based interventionsSystems supports

We are talking about babies…We are talking about babies…We are talking about babies…We are talking about babies…

Developmental ages from 6 months to 5 years

Limited understanding andLimited understanding and expression

Moving from solitary play to g y p ysocial play

Moving from object exploration to representationrepresentation

Implications for guidance, corrective feedback, classroom ,management, instruction

It’s about play…It’s about play…It s about play…It s about play…

Instruction is embedded within play and routine activitiesroutine activities

Major focus is to facilitate peer social interaction and concept developmentinteraction and concept development

Instructional activities are brief and tconcrete

How social skills are taught, the concepts of rules and expectations

Meltdown Moments are ExpectedMeltdown Moments are ExpectedMeltdown Moments are ExpectedMeltdown Moments are Expected

CryingHead BangingBitiBitingThrowing objectsPinchingPinchingPulling hairHittinggSpitting food

Topography of behavior is not meaningful, context is whatTopography of behavior is not meaningful, context is what matters. Formulas for majors/minors might not be helpful.

Early EducatorsEarly EducatorsEarly EducatorsEarly Educators

Often lack formal credentialsHave very little training in behaviorHave limited to no experience with

teaming

Intensity and frequency of training and technical assistance

Programs mightPrograms mightPrograms mightPrograms might

Be minimally staffedHave no access to mental health orHave no access to mental health or

behavioral consultationUse exclusion to resolve behavioralUse exclusion to resolve behavioral

issuesOffer no opportunities for professionalOffer no opportunities for professional

development or trainingSystems building and community linkages y g y g

critical to success

SystemsSystemsyy

Leadership Team

Family Engagement

Data Decision‐Making examining Implementation EngagementImplementation and Outcomes

Program‐Wide Expectations

Continuous Professional  ExpectationsDevelopment

Supports for  Pyramid Model Practice

Systems to Identify and Respond to Individual Model Practice 

ImplementationRespond to Individual 

Child Needs

Components of PWS-PBSComponents of PWS-PBSComponents of PWS PBSComponents of PWS PBS

1. Establish leadership team 2. Recruit and promote staff buy-in

E f il t3. Ensure family engagement 4. Establish program-wide expectations 5. Implement strategies for teaching and acknowledging

t tiexpectations 6. Support Pyramid Model practice implementation7. Identifying and responding to individual children’s social and

emotional support needsemotional support needs8. Offer continuous professional development and staff support9. Monitoring implementation and outcomes

DataData Some Critical QuestionsSome Critical QuestionsSome Critical QuestionsSome Critical Questions

What is being delivered? What does the program need to do?

Implementation fidelityWhat teachers need support?

Implementation fidelityp yWhat children need support or more

intensive instruction?intensive instruction?Intervention

PW-PBIS FidelityPW-PBIS FidelityPW PBIS FidelityPW PBIS Fidelity

Benchmarks of Quality for PW Implementation (Fox et al., 2010)

Consensus measure completed by Leadership TeamPre-SET (Steed, Pomerleau, & Horner, 2012)

Outside evaluator to examine implementation ofOutside evaluator to examine implementation of universals

Teaching Pyramid Observation Tool (Hemmeter, Fox, & g y ( , ,Snyder, 2008)

Classroom observation of teacher implementation of evidence based practices across all tiersevidence-based practices across all tiers

Benchmarks of QualityBenchmarks of QualityBenchmarks of QualityBenchmarks of Quality

Program leadership teamEstablishing and

Implementing Pyramid Model practices (all tiers)

S t / d fnurturing staff buy-inFamily involvementP Wid

Systems/procedures for responding challenging behavior and addressing

Program-Wide expectations

Teaching program-wide

gsocial-emotional needs

Staff professional development and supportg p g

expectationsdevelopment and support (coaching)

Data decision-makingg

Benchmarks of QualityAll Programs

1.551 50

1.551.60

1.80

FALL SPRING

1.50

1.24

1.33 1.311.23 1.24

1.20

1.40

1.02 1.04

0.80

1.00

0.36 0.360.40

0.60

0.430.360.40

0.60

0.100.05

0.00

0.20

Establish leadership

Staff Buy-In Family Involvement

Program-wide expectations

Strategies for teaching and

All classrooms demonstrate

Procedures for responding to

Staff Support Plan

Monitoring implementation p

teamp g

acknowledging the program

wide expectations

the adoption of the “Teaching

Pyramid”

p gchallenging

behavior

pand outcomes

Data Decision Making: ImplementationData Decision Making: Implementation

• Teaching Pyramid Observation ToolTeaching Pyramid Observation Tool (TPOT)

Teacher implementation of the pyramid– Teacher implementation of the pyramid – Teacher’s training and coaching needs

Change in teacher practice– Change in teacher practice

In press Paul H BrookesIn press, Paul H. Brookes

Pyramid Model Practices TPOT D i d MTPOT Designed to Measure

Ob ti it Ob ti d i t i itObservation items1. Schedules, routines, and

activities (SR)2. Transitions between activities

Observation and interview items10. Teaching children to express

emotions (TEE)11. Teaching problem-solving (TPS)

(TR)3. Supportive conversations (SC)4. Promoting engagement (ENG)5 Teaching behavior expectations

g p g ( )12. Teaching friendship skills (FR)

Interview items13 Inter ention for children ith5. Teaching behavior expectations

(TBE)6. Providing directions (PD)7. Teaching social skills and

emotional competencies (TSC)

13. Intervention for children with persistent challenging behavior (PCB)

14. Connecting with families (COM)15 S ti f ili i iemotional competencies (TSC)

8. Collaborative teaming (CT)9. Strategies for responding to

challenging behavior (SCB)

15. Supporting families in using Pyramid practices(INF)

Percentage of Indicators Observed for Each TPOT Item

80%

90%

100%

TPOT 1

40%

50%

60%

70%

0%

10%

20%

30%

100%

Percentage of Indicators Observed for Each TPOT Item

TPOT 1 ‐ 8 Teachers TPOT 2 ‐ 8 Teachers

70%

80%

90%

40%

50%

60%

10%

20%

30%

0%

Teacher ImplementationTeacher ImplementationTeacher ImplementationTeacher Implementation

D t D i i M kiData Decision MakingWhat teachers will need additional support

(i ti b d hi ) t i i ?(i.e., practice-based coaching) or training?What areas should be a focus for

professional development?professional development?Do teachers have red flags?H d fl b dd d?How can red flags be addressed?Are the supports (e.g., coaching) we provide

to teachers effective?to teachers effective?

Program MeasuresProgram MeasuresProgram MeasuresProgram Measures

Behavior Incidents for data decision-makingg

How often?What behaviors?What behaviors?Who (child, teacher)?What activities?What activities?Possible motivation?

www behaviorpartnership orgwww.behaviorpartnership.org

Tracking Behavior IncidentsTracking Behavior IncidentsTracking Behavior IncidentsTracking Behavior Incidents

BehaviorsPhysical aggression,

T t

MotivationsObtain item, obtain tt ti idTantrums,

Inconsolable crying, non-compliance, etc.

attention, avoid activity, avoid sensory, etc.

ActivitiesCenters, circle,

ResponsesVerbal reminder,

diaper, snack, nap, etc.

move in group, provide comfort, remove from area, physicalarea, physical guidance, etc.

Nap TransitionRunning

AwayPhysical

Aggression

Noncompliance

Away Aggression

Teacher 4Teacher 5

T1 T2 T3 T4 T5 T6

Child 10

Child 12

Child Support and ProgressChild Support and ProgressChild Support and ProgressChild Support and Progress

ASQ-SESocial emotional screening for all children

Tier TwoTargeted social emotional skills, disruptive

behavior, engagement (DBR)Tier Three

Replacement skill acquisition, decreases in challenging behavior (PTR progress monitoring)

Direct Behavior Rating (DBR)Direct Behavior Rating (DBR)Direct Behavior Rating (DBR)Direct Behavior Rating (DBR)

Brief rating of target behavior that can be completed while still engaged in teaching, by quickly rating child g g g, y q y gbehavior following a specified observation interval (e.g., first 10 minutes of Circle).

I t ti t t ti i l ti l killIntervention outcomes targeting social-emotional skills or behavior patterns

Data used to assess intervention effectiveness a a used o assess e e o e ec e ess

Tier 2 Child DataTier 2 Child DataTier 2 Child DataTier 2 Child Data

Direct Behavior Rating Scale (Chafouleas, Riley-Tillman Christ & Sugai 2009)Riley-Tillman, Christ,& Sugai, 2009), www.directbehaviorratings.org

EngagementEngagementDisruptive BehaviorDisplay of Target BehaviorDisplay of Target Behavior

Progress Monitoring Form for Ti 3 I t ti

Progress Monitoring Form for Ti 3 I t tiTier 3 InterventionsTier 3 Interventions

Brief rating scale measuring change in Child Challenging Behavior and Display of Replacement SkillChallenging Behavior and Display of Replacement Skill when an individualized behavior support plan is implemented

Provides data on behavioral outcomes and allows data to be summarized to assess the interventiondata to be summarized to assess the intervention effectiveness of the behavior support plan and replacement skill instructional efforts

Tier 3 Child DataTier 3 Child DataTier 3 Child DataTier 3 Child Data

Adapted from Behavior Rating Scale published in Prevent Teach andpublished in Prevent, Teach, and Reinforce (Dunlap, Iovannone, Kincaid, Wilson Christiansen Strain & EnglishWilson, Christiansen, Strain, & English, 2010). Paul H. Brookes

Implementation TeamImplementation TeamImplementation TeamImplementation Team

State/District/ProgramEstablish implementation sites/programsEstablish implementation sites/programsReview implementation status and successEnsure provision of external coachingEnsure provision of external coachingEnsure access to ongoing trainingAlign effort with ongoing work of quality earlyAlign effort with ongoing work of quality early

educationAlign effort with cross-sector systems buildingAlign effort with cross sector systems building

And also…And also…And also…And also…

Secure resourcesProvide infrastructureBuild political investmentEnsure systems integration

A Long Term Endeavorg

Professional Development Professional Development Professional Development Professional Development

Training and support in evidence-based practicesp

Training and support in data tools and decision-makingdecision making

Training and support in practice-based coachingcoaching

From awareness…….to expert

Implementation ProgramsImplementation ProgramsImplementation ProgramsImplementation Programs

Competitive application processR di f tReadiness featuresLeadership team commitment (signatures)Site visits

Long term TA support to build capacityLeadership team capacity building

Program Capacity BuildingProgram Capacity BuildingProgram Capacity BuildingProgram Capacity Building

External coach support to the leadership team

TeamingProfessional development and coachingProfessional development and coachingEstablishing systems and policiesData systems and decision-makingData systems and decision makingFamily engagement

Lessons LearnedLessons LearnedLessons LearnedLessons Learned

Implementation science must guide installation, expansion, growth

TimeStructureInvestmentResourcesSystems

Thoughtful process to move from exploration to full implementation and sustainability

Lessons LearnedLessons LearnedLessons LearnedLessons Learned

Implementation fidelity is criticalFid lit f i t tiFidelity of intervention

Universal promotionTargeted preventionTargeted preventionIntensive intervention

Fidelity of systems and processesFidelity of systems and processesDecision-makingProgram-wide implementation planProgram wide implementation plan

ImagineImagineImagineImagine

A seamless system, birth to grave, where social emotional skills are valued promotedsocial emotional skills are valued, promoted, and behavior is effectively addressed…

We have the technology and ability, we just need the commitment and will…