| Positive Behavior Support Resources for Early Childhood
National Organizations
Center for the Social and Emotional Foundations of Early Learning (CSEFEL)
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.
Inventory of Practices for Promoting Children's Social Emotional Competence: 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.
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
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.
Publications:
Program-Wide Positive Behavior Support:Supporting Young Children’s Social-Emotional Development and Addressing Challenging Behavior
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.
Assessment and Implementation of Positive Behavior Support in Preschools, 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)
Teleconference on Program-Wide Positive Behavior Support: The Pyramid Model, by Lise Fox and Mary Louise Hemmeter
What is program-wide Positive Behavior Support for early childhood? Is it different from the school-wide Positive Behavior Support 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 Positive Behavior Support (May 2009).
Interventions:
Recognition and Response: Response to Intervention for Pre-Kindergarten
Recognition and Response is a tiered model for pre-k based on Response to Intervention (RTI). It is designed to provide high quality instruction and targeted interventions that are matched to children’s learning needs; housed at the University of North Carolina Frank Porter Graham Child Development Institute.
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