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Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support, Second Edition
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Dunlap, Glen; Wilson, Kelly; Strain, Phillip S.; Lee, Janice K. – Brookes Publishing Company, 2022
The premier Tier 3 intervention for the Pyramid Model, Prevent-Teach-Reinforce for Young Children (PTR-YC) is a research-proven, family-centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. Now this bestselling PTR-YC guidebook is in a thoughtfully revised second edition, with enhancements and…
Descriptors: Models, Preschool Education, Behavior Change, Behavior Problems
Preventing the Use of Preschool Suspension and Expulsion: Implementing the Pyramid Model
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Fox, Lise; Strain, Phillip S.; Dunlap, Glen – Preventing School Failure, 2021
This paper describes the approach used by two demonstration sites to implement Pyramid Model Practices at fidelity and address behavioral issues without the use of suspension and expulsion. The article describes the critical features of implementation used by public school preschool centers to improve the implementation of evidence-based social…
Descriptors: Suspension, Expulsion, Prevention, Preschool Education
Holding the Holders: An Interdisciplinary Group Well-Child Model
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Marchel, Mary Ann; Winesett, Heather; Hall, Katie; Ladd, Casey – ZERO TO THREE, 2015
Using the structure of the group well-child visit model, the St. Luke's Interdisciplinary Group Well Child (IGWC) model integrates primary care and mental health, recognizing the power and importance of dyadic and family relationships in the first years of life. The pilot of this model attempted to harness the "port of entry" afforded…
Descriptors: Interdisciplinary Approach, Models, Mental Health, Mental Health Programs
Reflecting on the Early Interventionist's ROLE Using a Logic Model Approach
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Kashinath, Shubha; Coston, Jade; Woods, Juliann – Young Exceptional Children, 2015
On any given day, early intervention (EI) providers must manage the individual needs of children with a range of disabilities in a variety of contexts and with varying caregiver/family priorities. Recommended and evidence-based practices as defined by Part C policy (Individuals With Disabilities Education Improvement Act, 2004) and the Division…
Descriptors: Logical Thinking, Models, Early Intervention, Student Needs
A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development
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Lofthouse, Rachel; Flanagan, Jo; Wigley, Bibiana – Educational Action Research, 2016
The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers…
Descriptors: Action Research, Participatory Research, Models, Research Methodology
Individualized Inclusion Plans at Work in Early Childhood Classrooms
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Hollingsworth, Heidi L.; Boone, Harriet Able; Crais, Elizabeth R. – Young Exceptional Children, 2009
This article begins with a vignette about Carla, a 4-year-old girl with a diagnosis of developmental delays. It then describes a model to facilitate inclusion of young children in early childhood settings. The authors developed this model as they worked with practicing early childhood professionals. The model places emphasis on the following…
Descriptors: Inclusive Schools, Disabilities, Preschool Children, Cooperation