The Pyramid Model is a framework for supporting social competence and preventing challenging behavior in young children, particularly those with or at risk for delays or disabilities. The model emphasizes building positive relationships with children and families, creating supportive environments, intentionally teaching social skills and individualizing interventions when needed. The goal of the Pyramid Model Partnership is to plan, implement and sustain a cross-sector professional development system in order to enhance the knowledge and skills of practitioners in meeting the social-emotional needs of young children in inclusive and natural environments. Data-driven decision making is used to evaluate the effectiveness of instructional approaches and implementation of the model to fidelity.
Family Guided Routine Based Intervention
Family Guided Routines Based Intervention (FGBRI) is an approach to early intervention which incorporates developmentally appropriate skill building into daily routines in the child’s natural environment. FGRBI focuses on supporting and coaching the child’s caregivers, building their confidence and competence. Embedded intervention/intentional within routines is identifying times and activities when intervention procedures designed for teaching a child’s IEP/IFSP outcomes are intentionally implemented in the context of ongoing (naturally occurring) activities, routines and transitions in the home, classroom, and center or community (Woods). Essential elements of FGRBI: family-centered, individualized, culturally responsive services and supports; family selected everyday routines, activities, places; embedded evidence-based instruction on functional outcomes; team-based collaboration, parent/caregiver implemented; and coaching as the primary service provider.
Classroom Engagement Model
The Classroom Engagement Model is a framework for using DEC Recommended Practices to improve engagement, social relationships and independence for children with and without disabilities and to promote full participation of every child in a classroom setting. Through training and coaching, practitioners will increase their ability to engage all children, learn strategies to engage individual children, generate ideas for teaming and collaboration and expand their understanding of how to use data to drive instruction and intervention. Classroom Engagement Model benefits children with disabilities as well as typically developing children and can be implemented in typical education and care settings, inclusion programs and Special Education classrooms.
Practice-Based Coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children. The coaching-cycle components are (1) planning goals and action steps, (2) engaging in focused observation, and (3) reflecting on and sharing feedback about teaching practices. Practice-Based Coaching occurs within the context of a collaborative partnership. Each component in the cycle is designed to inform the actions taken by a coach or teacher during the subsequent component (or throughout the coaching process). The cyclical nature of Practice-Based Coaching emphasizes that expectations, understandings, and desired outcomes of coaching are regularly reviewed and updated.
Region 10 Professional Development Facilitators