Literature Reviews
On this page, you will find literature that connects with the responses from educators I have spoken to, as well as my personal feelings as I begin my own Pyramid Model journey.
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms
Overview
This study looks at the effectiveness of the pyramid model framework for how it promotes social-emotional skills in young children, and if this aids in the reduction of behaviors in the classroom. This study had two groups of 20 educators in each group that were receiving training in the pyramid model. the first group was receiving training while the study was happening while the other 20 educators did not receive any training until the study had concluded.
This training included:
- workshops
- instructional guides
- individual coaching on the pyramid model framework
The results of this study demonstrated that those educators that were being trained during the study were showing improvement in implementation fidelity for pyramid model practices and were seeing fewer challenges and behaviors in their classrooms which led to better control of their classrooms. There was a noticeable difference in the behaviors of children who were considered to be higher risk for behavior disorders in their social interactions.
My top three take aways:
1. Pyramid model supports educators ability to implement social-emotional teaching practices "Teachers who received PD significantly improved their implementation of Pyramid Model practices relative to control teachers." (Hemmeter, Snyder, Fox, & Algina, 2016)
2. The children in the classrooms where educators were receiving training in the pyramid model framework and practices were demonstrating better social-emotional responses which led to a reduction of behaviors in the classrooms. "Child outcome data showed that children whose teachers were in the intervention group were rated significantly higher on their social skills than children whose teachers were in the control group. There also were statistically significant and noteworthy differences between these two groups of children on problem behavior. Children in the intervention group had fewer problem behaviors as reported by their teachers. The effects of the Pyramid Model intervention on children’s social and emotional outcomes as measured by the SSIS were not moderated by pre-intervention externalizing behavior." (Hemmeter, Snyder, Fox, & Algina, 2016)
3. The pyramid models provides a basis to begin supporting all children, but also can be pairs with more targeted practices that can aid those considered high risk. "These findings suggest that although classroom-wide practices might yield some benefits for children at risk for behavior disorders, more targeted teaching practices and individualized behavior support plans should be developed and monitored for fidelity of implementation for these children along with the classroom-wide practices being used for all children (Dunlap et al., 2013)." (Hemmeter, Snyder, Fox, & Algina, 2016)
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms. Topics in Early Childhood Special Education, 36(3), 133–146. https://doi.org/10.1177/0271121416653386
Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools.
Swalwell, J. M., & McLean, L. A. (2021). Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools. Australasian Journal of Special and Inclusive Education, 45(2), 122–134. https://doi.org/10.1017/jsi.2021.15
Overview
This article assessed the Pyramid Model and how its interventions effect Social Emotional skills in preschoolers, as well as the changes that take place in the attitudes of the educators. This study used an intervention group and a control group to examine the practices and changes that took place based on ratings of the educators. There were significant increases in the way the educators viewed the importance of social emotional skills, which demonstrates a shift towards prioritizing Social emotions skills in early education settings.
My Take Aways
1. Educators in both groups demonstrated a significant change in prioritizing social emotional skills, with the intervention group placing emphasis on the skills as having critical importance after receiving training in Pyramid Model.
2. All children demonstrated growth in their social emotional skills, where those children that were part of the intervention group has progressed to the point in which the educators felt that they no longer needed tier three interventions after six months.
3. This shows that this is not only achievable by sustainable, and even easier to sustain when educators receive coaching on the practices.
Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices
Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices. Grantee Submission, 35(3), 144–156. https://doi.org/10.1177/0271121415594924
Overview
This article explores the effects of combining coaching and training with feedback from those coaching and training the educators that are implementing the Pyramid Model framework. This article really was a great read because I was able to see how the effects of coaching are already helping in my own classroom and I was excited to see that there are study's that look into this because this framework is still so new to Nova Scotia. This study had educators participate in workshops that taught about the Pyramid Model and allowed for individualized instruction and observation of their practices in their classrooms. The evaluation that took place during these observations were to help determine the way that these interventions influenced the educators to be able to not only apply the practices but be consistent in them. The findings of this study expressed that with training and coaching with a positive feedback on the educators performance there was a significant increase in the practices of the educators in addressing social-emotional skills with the children. With the combination of both coaching, instruction and feedback the ability to sustain the practices was easier to manage and showed long-term benefits.
My Take Aways
1. When we combine the effects of instruction, coaching, and feedback we are providing not only a better understanding of the framework of the Pyramid model but also allowing educators to become more confident in their practices.
2. Access to professional development helped show improvements in the practices of the educators but also allowed for the educators to become consistent in their practices which allows from more long term benefits to both educators and children.
3. The performance feedback allowed educators better opportunities to reflect as well as helped them better apply the strategies which ultimately leads to a greater potential for fidelity.
One State’s Systems Change Efforts to Reduce Child Care Expulsion: Taking the Pyramid Model to Scale.
Vinh, M., Strain, P., Davidon, S., & Smith, B. J. (2016). One State’s Systems Change Efforts to Reduce Child Care Expulsion: Taking the Pyramid Model to Scale. Topics in Early Childhood Special Education, 36(3), 159–164. https://doi.org/10.1177/0271121415626130
Overview
This article is about the way in which Colorado State approached the rate of child expulsion and worked towards lessening the effects of those. The states approach involved two initiatives that were intertwined in a way. The first was to build a center that would develop sites in which training for educators to become pyramid model practitioners and coaches could take place. While the second was to help develop better access to mental health early childhood consultants by changing the way their reimbursement worked.
This survey explained that the use of teaching strategies in social emotional development allowed for a decrease in the expulsion of children with challenging behaviors. However, they believed that pyramid model could not be used on a wider scale.
My Take Aways
1. Pyramid model in the state of Colorado effectively reduced the rate of expulsion in childcare settings.
2. The success of this framework falls onto adequate training, ongoing coaching, and policies that align with the framework. This includes ensuring that educators have access to the resources they need and the time that they need to create resources.
3. This is not something that can be taken on by a single entity. This framework and its success in childcare settings relies on the collaboration of agencies such as coaches and educators.
Evaluation of the Effects of Pyramid Model Training on the Attitudes and Practices of Early Childhood Educators.
Rothstein, A., & Rivard, M. (2023). Evaluation of the Effects of Pyramid Model Training on the Attitudes and Practices of Early Childhood Educators. Exceptionality Education Canada, 33(1), 1-. https://doi.org/10.5206/eei.v33i1.16749
Overview
This article looks more into the attitudes and practices of the educators when it comes to implementing and supporting social-emotional development and the ability to manage difficult behaviors in their classrooms. The emphasis of creating an environment that is positive, building relationships, and implementing interventions that are targeted to promote children's social-emotional development and abilities, is looked at through educators as we look at their perceptions of the Pyramid Models effectiveness. This study looked at the way training influenced educators perceptions of how effective the Pyramid Model is and the way they applied these practices in their classrooms. There was training for the participants and they were subject to assessments before and after the training to gain an accurate understanding of how their perceptions changed.
Findings:
1. Educators demonstrated that they understood Pyramid model better post training and that they were confident in implementing the practices.
2. Training the educators increased the consistency of the practices being implemented in the classroom and the educators felt that there was a reduction in challenging behaviors.
3. This study identified that there are barriers to the implementation and ability to be trained on the Pyramid model in the early childhood sector such as time constraints. Many educators do not get time to program or work on their professional development during the work day and it is often undertaken when they are on their own personal time.
Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels.
Hemmeter, M. L., Barton, E., Fox, L., Vatland, C., Henry, G., Pham, L., Horth, K., Taylor, A., Binder, D. P., von der Embse, M., & Veguilla, M. (2022). Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels. Early Childhood Research Quarterly, 59, 56–73. https://doi.org/10.1016/j.ecresq.2021.10.003
Overview
This article looks at the ability to obtain fidelity at both the individual and program wide and how that can be supported. This study was looking at the outcomes of the Pyramid Model as it is implemented at a larger scale. There was an evaluation of the changes that took place on a program-wide scale to see if there were improvements in the educators use of the practices outlines in the Pyramid Model Framework. This study did find significant changes in the practices of the educators in promoting social-emotional environments and their ability to address challenging behaviors. This study outlined that there are benefits to having strong leadership, access to professional development on a consistent basis, and a good system of information can help lead to fidelity as well as the ability to maintain fidelity.
My Take Aways
1. When Pyramid Model is not just an individual practice and it is adopted across the entire program there are significant increases in the ability to create a positive classroom environment, promote the development of positive social-emotional skills, and manage challenging behaviors that benefit children and educators.
2. Strong leadership increases the ability to achieve and maintain fidelity in the Pyramid Model practices.
3. There is a need for continued support as there are challenges in being able to sustain the practices without proper resources, time, and support.
Happy Reading
I hope you find the above articles as helpful as I have.