EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 11:00 AM - 11:45 AM | Implementing the Pyramid Model in Early Childhood Settings: Supporting All Children’s Social Emotional Development | Cascade E
Implementing the Pyramid Model in Early Childhood Settings: Supporting All Children’s Social Emotional Development
The focus of this session will be on implementing Pyramid Model practices to support the inclusion of all children in an early childhood classroom. The Pyramid Model is a framework for organizing research-based practices for use in early childhood classrooms to promote social-emotional competence and prevent and address children’s challenging behavior. The Pyramid Model includes the implementation of universal practices to support the active social-emotional learning and behavior of all children, secondary practices to address the needs of children who are at-risk, and tertiary or individualized practices for children who present the most persistent challenging behavior. Pyramid Model practices are research-informed interactional and instructional support practices for young children and reflect the developmental nature of young children’s social-emotional competence and challenging behavior. Further, Pyramid Model practices are designed to be implemented in the variety of classrooms (e.g., Head Start, childcare, public Pre-K) that serve young children with and without disabilities.
- Understand the importance of social emotional development as a domain of learning and as an instructional context.
- Be able to implement the Pyramid Model in early childhood classrooms.
- Be able to provide coaching to support the effective implementation of the Pyramid Model.
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Presenters/Authors
Mary Louise Hemmeter
(), ml.hemmeter@Vanderbilt.Edu;
Dr. Mary Louise Hemmeter is a professor of Special Education at Vanderbilt University. Her research focuses on effective instruction, social emotional development and challenging behavior, and coaching teachers. She has been a PI or Co-PI on numerous projects funded by the US Departments of Education and Health and Human Services. Through her work on the National Center on the Social Emotional Foundations for Early Learning and IES funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and a model for coaching teachers to implement effective practices. She is currently the PI on an IES funded development project around program wide supports for implementing the Pyramid Model and a Co-PI on an IES efficacy study examining approaches to supporting teachers to implement embedded instruction. She was co-editor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood. She received the Mary McEvoy Service to the Field Award.
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