Promotes the social emotional development and school readiness of young children birth to age 5; funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country; uses the Pyramid Model for Supporting Social and Emotional Competence in Infants and Young Children.
Summaries of effective practices for supporting children's social-emotional development and preventing challenging behaviors. The briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the brief.
Consistent with evidence-based practices identified through a thorough review of the literature.
Part of a preschool training module
; designed to be used by individuals and />or teams to identify training needs and plan a course of action to address those needs in four areas: 1) building positive relationships, 2) creating supporting environments, 3) social emotional teaching strategies, and 4) individualized intensive interventions.
Takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most products are available on the web site to view, download and use.
Published by the University of South Florida in collaboration with the Center on the Social and Emotional Foundations for Early Learning, the Southeast Kansas Community Action Program, and the Center for Evidence-Based Practices. 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.
by Elizabeth A. Benedict, Robert H. Horner and Jane K. Squires; published in Topics in Early Childhood Special Education, 2007 (Volume 27, pp. 174-192)
Insights from Jolly Toddlers
Reflections on Practice of PBIS and Correspondence to E3
By MaryKay Mahar and Katie Rubinstein
Tuscarora Intermediate Unit: activities for parents to do with their children in two topic areas: Early Language Linked to Learning and Positive Behaviors Linked to Learning.
Presentation for the Center for School Mental Health 17th Annual Conference on Advancing School Mental Health, October 26, 2012
Early Intervention Technical Assistance recently developed an online portal to provide easy access to important information and major initiatives. There are resources for families and early childhood programs, and information about the home-based PBIS project as well as Program-wide PBIS.
Program- Wide PBIS Recognition
Stay tuned to see who is recognized at the May 2018 Implementers forum for the 2017-2018 SY
2016-2017 Positive Behavioral Interventions and Supports Recognition
Of the 280 recognized, 90 schools/programs were acknowledged for meeting their first year of fidelity to Tier 1; 133 schools/programs were recognized for sustaining Tier 1 with fidelity; 39 schools/programs for implementing Tier 1 and Tier 2 with fidelity; and 18 schools/programs implementing all three tiers with fidelity.
for the schools and programs recognized at the may 16 &17, 2017 implementers forum
for previous years recognition lists