The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was…

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was…

In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…

In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…

Early math instruction is the subject of increasing attention by early childhood researchers. There is evidence to suggest that early math skills are highly predictive of later academic achievement but that there are disparities in early math skills among young children. The purpose of this study was to examine the effectiveness of a systematic…

The Pyramid Model is a conceptual framework for organizing practices for promoting young children's social-emotional development and preventing and addressing challenging behavior. The authors describe a coaching approach that is focused on supporting early educators' implementation of the Pyramid Model. The authors provide a description of the…

Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of…

In this article, the authors focus on issues of instruction in classrooms. Initially, a brief definitional and historic section is presented. This is followed by a discussion of four assumptions about the current state of affairs: (a) evidence-based practices should be identified and used, (b) children's phase of performance should dictate…

The "Teaching Pyramid" (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) is a framework for organizing evidence-based practices for promoting social-emotional development and preventing and addressing challenging behavior in preschool programs. In this article, we briefly describe the "Teaching Pyramid" as a framework for implementing effective…

Many families of children with challenging behaviors have experienced multiple changes in child care because of their child's behavior. While this is disruptive for families, it has even more serious consequences for children. For these children, consistency and continuity is critical to their long term outcomes. In order to build the capacity of…

Over the last several years, there has been an increased focus on school readiness and supporting children during the preschool years to learn the skills they need to be successful in elementary school and beyond (Bowman, Donovan, Burns, et al., 2000; Shonkoff & Phillips, 2000). The capacity to develop positive social relationships, to concentrate…

Whether they graduate from general education programs, special education programs, or a program that blends both, most early childhood educators will be required to teach children with and without disabilities--and document that all their students are progressing toward positive outcomes. This essential text is just what teachers need to face…