A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams' implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices…

Fidelity assessment has received renewed attention in recent years, particularly as distinctions have been made in implementation science between intervention fidelity and implementation fidelity. Considering both types of fidelity has been recommended when developing fidelity instruments. In the present article, we describe development of the…

Fidelity assessment has received renewed attention in recent years, particularly as distinctions have been made in implementation science between intervention fidelity and implementation fidelity. Considering both types of fidelity has been recommended when developing fidelity instruments. In the present article, we describe development of the…

The purpose of this pilot study was to compare the effects of 2 professional development approaches on teachers' implementation of the "Pyramid" model, a classroom-wide approach for fostering social-emotional development and addressing challenging behavior. The study had 2 goals: (a) to examine the differential effects of workshop…

We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…

This final report describes activities and accomplishments of Project STEPS (Sequenced Transition to Education in the Public Schools), a 3-year outreach project designed to provide training and technical assistance (TA) related to the development of statewide transition systems for children with disabilities, birth through 5 years of age, and…

This final report discusses the outcomes of Project STEPS (Sequenced Transition to Education in the Public Schools), an outreach project designed to provide training and technical assistance to states and territories in the development of a statewide transition system for children with disabilities, birth through 5 years of age. The focus of the…

Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood…

A study investigated effects of training related to using the Sequenced Transition to Education in the Public Schools model (STEPS) on the development of community-wide transition systems. Seven teams composed of public schools, Head Start, and early intervention representatives were trained. Change occurred as a result of the training. (Author/CR)