FCIC - Florida Center for Inclusive Communities
Program Areas: Early Childhood, header graphic

Overview

Teacher and child in classroom with index fingers on cheaks smiling.

A priority of Florida Center for Inclusive Communities is to ensure that all children and their families, including children with or at-risk of disabilities, can access the supports and services needed for optimal development and desired life outcomes. A major focus of our effort is to ensure that young children and their families access high quality, inclusive early education experiences and early education personnel and early intervention specialists have access to research, training, and support to implement evidence-based practices. In this section, we invite you to explore the diverse resources offered by our technical assistance, training, research, and information dissemination efforts.

Programs & Activities

Pyramid model graphicExamining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenging Behavior in Preschool Children with or At-Risk for Disabilities

Examining the Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenging Behavior in Preschool Children with or At-Risk for Disabilities is a collaborative research project involving Dr. Lise Fox (FCIC), Dr. Mary Louise Hemmeter (Vanderbilt University), Dr. Patricia Snyder (University of Florida), and Dr. Jamie Algina (University of Florida). The study, funded by the Institute of Education Sciences, is a randomized controlled trial that will examine the efficacy of the Pyramid Model. Approximately 80 preschool classrooms in Nashville Metro School District, Clay County Schools, and Hillsborough County will participate in the study. For more information on the study, contact Myrna Veguilla (study coordinator).


Florida HIPPY logoHome Instruction for Parents of Preschool Youngsters

The Home Instruction for Parents of Preschool Youngsters program provides a home-based, early intervention/school readiness program that helps educationally disadvantaged parents provide educational enrichment for their preschool children aged 3-5. Funded by the State of Florida, the Florida HIPPY Training and Technical Assistance Center, housed at USF, serves as the state office. The role of the state office is to work in collaboration with HIPPY USA's national office to provide training, technical support, and guidance to all HIPPY programs in the state of Florida. For more information, contact Mary Lindsey.


NCQTL logoNational Center for Quality Teaching and Learning (NCQTL)

FCIC has a subcontract from the University of Washington to contribute expertise and provide materials, training, and technical assistance as a collaborator with the National Center for Quality Teaching and Learning (NCQTL). The National Center for Quality Teaching and Learning supports Head Start with the provision of effective resources and training to improve classroom practices and help young children succeed in school and life. For more information about the involvement of FCIC in this effort, contact Lise Fox.


PWPBS LogoProgram-Wide PBS Project

The Program-Wide PBS project was funded by the Children's Board of Hillsborough County to support the program-wide adoption of the teaching pyramid model for supporting the development of young children's social competence and addressing challenging behavior. This project provides training and support to selected early childhood programs in Hillsborough County and monthly workshops open to the community. For information on the program, contact Rochelle Lentini.




TACSEI logoTechnical Assistance Center on Social Emotional Intervention for Young Children

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) was funded by the Office of Special Education Programs to identify, disseminate, and assist with the implementation of the most successful, evidence-based practices available to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities. TACSEI offers information, training opportunities, materials, and technical assistance related to the implementation of the Pyramid Model for promoting young children's social emotional competence and addressing challenging behavior within early intervention and early childhood programs. The TACSEI web site offers a rich array of resources for families, professionals, trainers, and system administrators. Contact Lise Fox for more information.

Pyramid Model

The Pyramid Model was originally developed in 2003 through the efforts of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), both technical assistance centers federally-funded by the Office of Special Education Programs and the Head Start and Child Care bureaus, respectively. Since its initial development, the Pyramid Model has been successfully implemented within programs and states across the nation and there is now an extensive national network of trainers and coaches who support implementation. Exciting research on many aspects of Pyramid Model implementation is ongoing and numerous publications provide descriptive and empirical support for the model. The Pyramid Model Consortium and Florida Center for Inclusive Communities hosts an annual National Training Institute on Effective Practices for Supporting Young Children’s Social and Emotional Development and Addressing Challenging Behavior where practitioners, state system leaders, trainers, and technical assistance providers learn more about implementation and share information.

Are you new to the Pyramid Model?

The Pyramid Model video image

The Pyramid Model: Overview Video

This overview provides a brief description of this approach.

Pyramid Model Factsheet, cover page

Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children: Fact Sheet

This four-page fact sheet provides an overview of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. Specifically, this fact sheet describes the three tiers of intervention practice: universal promotion for all children; secondary preventions to address the intervention needs for children at risk of social emotional delays, and tertiary interventions needed for children with persistent challenges. Additionally, six key assumptions that were made during the design process about how the Pyramid Model would be implemented are outlined.

Visit these web sites to learn more about Pyramid Model efforts across the country:

Pyramid Model graphic placed over a map of the United States

Resources

FCIC Fact Sheet cover image

FCIC Fact Sheet: Individualized Positive Behavior Support

This fact sheet provides information about the PBS process and effectiveness in schools, as well as critical elements to sucessful application and a variety of FCIC programs.

TTYC: Creating Teaching Tools for Young Children with Challenging Behavior, logo

Creating Teaching Tools for Young Children with Challenging Behavior

This product is made up of a variety of tools including handouts, worksheets, techniques, strategies, visuals and other materials that assist teachers in creating a plan to support young children who are having challenging behavior. Teaching Tools is available for download from this website as a "zip" file, which means that you can download the User's Manual, Routine Based Support Guide, and many handouts, visuals and other materials included in Teaching Tools in one convenient package.

'Milestone Moments', cover image

Milestone Moments, by Project Conectar

Milestone Moments is an adaptation of the Centers for Disease Control and Prevention “Learn the Signs, Act Early” campaign booklet that includes a comprehensive list of milestones and tips for parents of children ages 2 months to 5 years. This booklet can be used to determine gaps in development, help doctors understand delayed or missing development, help families understand what is typical development, and to help educators know what the child needs to strengthen. Milestone Moments is available in both English and Spanish and can be printed directly off our website on 8.5” x 11” paper or can be ordered to be printed in a spiral bound, tabbed booklet that is 5.5” x 8.5”. To obtain ordering information please contact: Myrna Veguilla, 813-974-7008.

Program-Wide Positive Behavior Support, booklet cover

Program-Wide Positive Behavior Support: Supporting Young Children's Social-Emotional Development and Addressing Challenging Behavior

This booklet provides a report on the program-wide implementation of the "Teaching Pyramid" within a Head Start Program. The Southeast Kansas Community Action Program (SEK-CAP) provides information on the implementation of the model and the outcomes for the children, families, teachers, and program.

"Making Life Easier" Series

The "Making Life Easier" series is designed specifically for parents and caregivers. This series of tip-sheets contains valuable information on how to make often challenging events easier to navigate, and even enjoyable, for both caregivers and children.

Making Life Easier: Doctor, cover image

Making Life Easier: Going to the Doctor or Dentist

Doctor and dentist visits can be very stressful for young children. Routine check-ups can cause anxiety, fear and distress in toddlers and preschoolers. In this Making Life Easier issue, adults are provided with tips to prepare the child for these appointments and make visits to the doctor or dentist less stressful for everyone (December, 2013).

Making Life Easier: Bedtime, cover image

Holidays: Strategies for Success

While the holiday season is filled with enjoyable activities, events and traditions, it can also be a hectic and stressful time. This installment of the Making Life Easier series provides several proven strategies to help make the holiday season enjoyable for you and your child. Also includes a handy tip card for quick reference. (November, 2013).

Making Life Easier: Bedtime, cover image

Making Life Easier: Bedtime and Naptime

Many families find bedtime and naptime to be a challenge for them and their children. This first installment of the Making Life Easier series provides a few proven tips for making bedtimes and naptimes easier for both parents and children. Also includes a handy tip card for quick reference. (November, 2010).

Making Life Easier: Errands', cover image

Making Life Easier: Running Errands

Running errands (e.g., going to the store, bank, etc.) is one of those essential household routines that all families experience. While there can be huge benefits in taking your young child along, running errands can be extremely difficult if the child has challenging behavior. Still, there are several steps you can take to help you and your child get the most out of these outings. Also includes a handy tip card for quick reference. (November, 2010).

Making Life Easier: Diapering, cover image

Making Life Easier: Diapering

For many families, changing a child’s diaper can be a major battle. This installment of the Making Life Easier series provides several proven strategies to help make diapering a positive and relationship building experience for you both. Also includes a handy tip card for quick reference. (November, 2010).

Related Links

This page includes links to both internal (FCIC) and external (non-FCIC) websites. External links are selected and reviewed when the page is published. However, the FCIC is not responsible for the content of external websites. The FCIC website does not accept submissions or requests.

Training

On-Site Training

National Training Institute logo
Date
Apr 21-24
2015

National Training Institute on Effective Practices. "Addressing Challenging Behavior: Supporting Young Children’s Social and Emotional Development"

This annual conference provides an exceptional opportunity for teachers, early intervention specialists, trainers, child care providers, head start and early head start professionals, administrators, parents and behavior specialists to receive practical information to help with challenging behavior in their work with young children. The institute is built around the Pyramid Model framework for addressing the social and emotional development and challenging behavior of young children. In addition, the institute’s format is designed to provide cutting-edge information on challenging behavior in an in-depth, intensive learning experience. Participants have many opportunities to practice new strategies, interact with experts, and engage in lively discussions with colleagues.


Webinars

Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder

Play 'Preventing Challenging Behavior...'Presenter(s): Glen Dunlap and Phil Strain
Date: November, 2009Duration: 58 min

Description: This web and teleconference event includes a recorded on-line presentation and a live teleconference discussion during which participants had the opportunity to ask presenters questions about the topic.

Challenging behaviors of young children with autism spectrum disorders (ASD) are the most serious impediment to healthy social, emotional, and intellectual development. Challenging behaviors are a major barrier to inclusive and optimal education and they detract from a familyís quality of life. Therefore, there is a great need for strategies that are effective at preventing challenging behaviors and promoting adaptive social-emotional development. This session provides a discussion of issues related to ASD and prevention of challenging behaviors, and presents a three-tiered framework for organizing prevention and intervention strategies. The prevention approach described in this session is appropriate for home, community and preschool applications.

Related Materials:

The Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers

Play 'The Pyramid Framework...'Presenter(s): Judith Carta, Mary Louise Hemmeter, Linda Broyles, and Kathleen Baggett
Date: September, 2009Duration: 1 hr 10 min

Description: This web and teleconference event included a recorded on-line presentation and a live teleconference discussion during which participants had the opportunity to ask presenters questions about the topic.

The recorded web presentation features speakers who have begun to apply the Teaching Pyramid to programs serving children from birth to 3 years and their families. Speakers describe how the Teaching Pyramid is being translated to programs for infants and toddlers, measures that can be used for universal screening and for monitoring childrenís progress and tools that can verify how well programs are implementing the foundational elements of the pyramid. Additionally, a program director describes her programís experience with the Teaching Pyramid and the benefits of implementing such a model.

Related Materials:

Teleconference on Program-Wide PBS: The Pyramid Model

Play 'Teleconference...'Presenter(s): Lise Fox and Mary Louise Hemmeter
Date: May, 2009Duration: 59 min

Description: What is program-wide PBS (Positive Behavior Support) for early childhood? Is it different from the school-wide PBS effort that is being implemented across the nation? How is it related to the adoption of the Pyramid Model? This web and teleconference event included an on-line presentation and teleconference question and answer discussion about program-wide adoption of the Pyramid Model and its relationship to PBS.

Related Materials:

Modules

FDDC Logo.

The Preschool Training Modules for Promoting Social and Emotional Competence offered by the Center on the Social and Emotional Foundations for Early Learning have been formatted for delivery through Outcomes Driven Training. These materials were developed with support from the Florida Developmental Disabilities Council, Inc. and are offered for download to trainers and technical assistance providers supporting early care and education programs.

(Click to Expand)

Module 1:  What children must have to learn and grow: Nurturing and responsive relationships; High quality environments

Module 2: Promoting social and emotional competence

Module 3:  : Individualized intensive interventions

 

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