Resources

Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114–127. doi:10.1177/0888406417700962

Alter, P. J., & Conroy, M. A. (n.d.). Preventing challenging behavior in young children: Effective practices. Recommended Practices. https://challengingbehavior.org/document/recommended-practices-preventing-challenging-behavior-in-young-children-effective-practices/

Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11–19. doi:10.3200/PSFL.49.3.11-19

Cavanaugh, B. (2013). Performance feedback and teachers’ use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children, 36(1), 111–136. doi:10.1353/etc.2013.0001

Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally appropriate childhood classrooms. Childhood Education, 76(4), 194–203. doi:10.1080/00094056.2000.10521162

Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2020). Behavior-specific praise in pre-K–12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 131–147. doi:10.1177/0198742919843075

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2013). Collaborating with parents in using effective strategies to reduce children’s challenging behaviors. Young Exceptional Children, 16(1), 30–41. doi:10.1177/1096250612473127

Gable, R., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195–205. doi:10.1177/1053451208328831

Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15(2), 32–46. doi:10.1177/1096250611427350

Hester, P. P., Hendrickson, J. M., Gable, & R. A. (2009). Forty years later—The value of praise, ignoring, and rules for preschools at risk for behavior disorders. Education and Treatment of Children, 32, 513–535. doi:10.1353/etc.0.0067

Little, S. G., Aken-Little, A., & O’Neill, K. (2015). Group contingency interventions with children—1980–2010: A meta-analysis. Behavior Modification, 39(2), 322–341. doi:10.1177/0145445514554393

National Center for Pyramid Model Innovations. (n.d.). Pyramid model overview: Tiers. https://www.challengingbehavior.org/pyramid-model/overview/tiers/

Pokorski, E. A., Barton, E. E., & Ledford, J. R. (2017). A review of the use of group contingencies in preschool settings. Topics in Early Childhood Special Education, 36(4), 230–241. doi:10.1177/0271121416649935

Positive Behavioral Interventions & Support. (n.d.). Early childhood PBIS. https://www.pbis.org/topics/early-childhood-pbis

Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2019). A systematic review of teacher-delivered behavior-specific praise on K–12 student performance. Remedial and Special Education, 40(2), 112–128. doi:10.1177/0741932517751054

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. doi:10.1353/etc.0.0007

Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16, 280–290. doi:10.1007/s10864-007-9040-3

Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. TEACHING Exceptional Children, 37(6), 42–49. doi:10.1177/004005990503700605

Diamond, L. L., & Hsiao, YJ. (2019). Picture-based situation cards to support problem-solving skill development for young children with disabilities. TEACHING Exceptional Children, 52(2), 107–115.

Research shows that young children respond well to picture-based problem-solving instruction, whether it be toward the completion of specific tasks or of broader considerations such as classroom behavior. This article lays out a number of specific strategies and practices that teachers can implement in their own classrooms to improve student outcomes. Tips on creating your own problem-solving cards and posters are likewise included.

Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95–107.

This article provides eight research-based recommendations for designing, incorporating, and assessing the efficacy of positive reinforcement in early childhood environments, with each accompanied by examples.

Price, C. L., & Steed, E. A. (2016). Culturally responsive strategies to support young children with challenging behavior. YC Young Children, 71(5), 36–43.

This article explains five ways to cultivate positive teacher-student relationships. These strategies include getting to know children and families, developing and teaching expectations and empathy, understanding how children think and feel, and addressing conflicts in groups.

Hemmeter, M. L., Ostrosky, M. M., & Fox, L. K. (2021). Unpacking the pyramid model: A practical guide for preschool teachers. Brookes.

This book features not only a detailed breakdown of the Pyramid Model, which is a framework designed to encourage social-emotional development in young children, but evidence-based methods for implementation.

CONNECT. (n.d.). Module 4: Family-professional partnerships. Online module.

This resource from the Center to Mobilize Early Childhood Knowledge (CONNECT) includes information on “effective practices for developing trusting family-professional partnerships in early care and education programs.” Also on hand are activities, ready-made handouts, and videos and audios featuring both parents and teachers.

National Center for Pyramid Model Innovations. (2021). Making a scripted story.

This handout provides a step-by-step guide to creating a scripted story, including brainstorming scenarios or routines with children, fleshing out ideas, and adding photos. Additionally, this document features tips for using scripted stories.

National Center for Pyramid Model Innovations. (2024). Providing intensive individualized intervention for early childhood programs.

This document provides a step-by-step guide, and supplementary resources, for understanding and implementing the individualized positive behavior support (IPBS) process to address challenging behavior.

The Pyramid Model Consortium

This website offers courses, services, and additional materials to aid educators in learning about and implementing the Pyramid Model in early childhood settings.

National Center for Pyramid Model Innovations (NCPMI)

The National Center for Pyramid Model Innovations (NCPMI) assists states “in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs.” Visitors will find information on the Pyramid Model and PBIS, evidence-based practices, and technical training and assistance opportunities, among much more.