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The National Center for Pyramid Model Innovations (NCPMI) works to improve state and local capacity to implement, scale-up, and sustain effective practices and policies to equitably support the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental delays or disabilities. NCPMI assists states and programs in developing sustainable systems for the equitable implementation of the Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs. We do this with a focus on: improving the social, emotional, and behavioral outcomes of young children birth to five; eliminating the use of inappropriate and disproportionate exclusionary discipline practices; promoting family engagement; using data for decision-making; increasing the use of trauma-informed and culturally and linguistically responsive practices; and fostering inclusion.

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Resource Spotlight

Cover image of the Pyramid Model Resource Collection Providing Intensive Individualized Intervention for Early Childhood Programs

Pyramid Model Resource Collection: Providing Intensive Individualized Intervention

This resource provides teams and individuals with a wealth of resources and materials on Functional Behavioral Assessment (FBA) and the Individualized Positive Behavior Support (IPBS) process used for Intensive Individualized Interventions.

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Webinars

Webinar DateTitle
November 13, 2024Unpacking Guided Action Plans
October 29, 2024Addressing Exclusionary Discipline: Developing a Child Guidance Policy in Your Program that Supports Inclusion
August 7, 2024A Day in the Life of a Program Implementation Coach
July 10, 2024Being Present to Having a Presence: Family Belonging in the Pyramid Model
March 27, 2024Examining Essential PBC Resources to Maximize Coaching Outcomes
January 12, 2024Implementing the Pyramid Model in Programs Supporting Indigenous and Alaskan Native Children and their Families
December 13, 2023Writing a Scale-up and Sustainability Plan for Statewide Pyramid Model Implementation
November 13, 2023A Conversation About Developing and Implementing Individualized Interventions for Children who have Experienced Trauma
November 1, 2023Coaching Conversations: Motivational Interviewing as a Strategy to Prompt Reflection and Practice Change
August 23, 2023Managing Coaching When Work Feels Unmanageable 
July 20, 2023Insights from the Field: Implementing Pyramid Model Community-Wide
May 3, 2023Coaching is Crucial: Supporting Teams with Individualized Behavior Support Plans 
March 17, 2023A Conversation About Integrating Trauma Informed Care in the Functional Behavior Assessment and Behavior Support Plan Process
October 5, 2022Help and Hope:  Combining PBS and Optimism Training for Parents of Young Children with Challenging Behavior
September 30, 2022Inclusive Routines in Early Care and Learning: Inclusive Routines (Session 3)
September 23, 2022Inclusive Routines in Early Care and Learning: Collaborative Teams (Session 2)
September 21, 2022One Size Doesn’t Fit All: Using the Tiered Coaching Model for Practitioners
September 16, 2022Inclusive Routines in Early Care and Learning: Environments (Session 1)
August 23, 2022Analyzing Program-Wide Pyramid Model Implementation: Introduction to the Teaching Pyramid Observation Tool (TPOT) and Teaching Pyramid Infant Toddler Observation Scale (TPITOS)
August 17, 2022Reflections from the Field: Positive Solutions for Families
June 15, 2022Peer Coaching in Early Childhood Classrooms
May 18, 2022Understanding Challenging Behavior: The Path to Behavior Support
May 4, 2022Understanding Trauma Informed Care and the Pyramid Model: Supporting Resilience in Early Intervention
March 8, 2022For State Leaders, By State Leaders: Meaningful Data Use for State Leadership Teams: Guidance for Cultivating Growth of the Data and Evaluation Essential Structure
March 3, 2022Analyzing Program-Wide Pyramid Model Implementation: Introduction to the Classroom Coaching Log
February 24, 2022For State Leaders, By State Leaders: Scaling and Sustaining Funding Through Policy Development
February 23, 2022Group Coaching to Support Pyramid Model Implementation: A Virtual Tour of Materials
January 27, 2022For State Leaders, By State Leaders: State Leadership Team Equity Inventory
December 15, 2021Addressing Challenging Behaviors in the Classroom (in person or virtual) as a United Team
December 9, 2021Understanding Trauma Informed Care and the Pyramid Model: Supporting Resilience
December 2, 2021Analyzing Program-Wide Pyramid Model Implementation: Introduction to the Benchmarks of Quality
November 30, 2021For State Leaders, By State Leaders: Implementing, Scaling and Sustaining the Pyramid Model Statewide with Fidelity
October 21, 2021Making the Most of Your Pyramid Model Data
September 29, 2021Guiding Providers in Supporting the Social-Emotional Needs of Young Children During the Pandemic and Other Traumatic Events
September 8, 2021Coaching Conversations: Sharing the Teacher’s Perspective
June 9, 2021Coaching Conversations: Supporting Teachers to Implement Pyramid Model Practices Equitably
May 20, 2021Critical Considerations for the Return to School for Young Children
May 6, 2021Providing Supports to Classrooms and Children Using the Behavior Incident Report System (BIRS)
April 28, 2021Using Practice-Based Coaching in a Group Coaching Format
March 19, 2021Experiencing Inclusion Through Pyramid Model: New Resources from NCPMI
February 5, 2021Using the Behavior Incident Report System: I have an Equity Alert. Now What?
December 9, 2020Using PBC to Coach Early Interventionists
December 4, 2020Digging Deeper into Inclusion in Colorado: National Implications for the Utility of Indicator Six and Quality Improvement
December 1, 2020Partnering with Success: Stories from Early Childhood Professionals and Family Engagement
November 16, 2020Data Decision-Making Using the BIRS
November 4, 2020Coaching in a Virtual World
February 22, 2021Bringing Inclusion to Life in a Virtual World
September 24, 2020Addressing BIRS Implementation Challenges
September 16, 2020Coaching With Intention: Making the Most of the PBC Cycle
July 15, 2020Put Your Own Mask on First: Being a Great Pyramid Model Implementer in the Time of COVID-19
July 14, 2020Addressing Challenging Behavior through Data: Implementing the BIRS in an Early Childhood Program
June 25, 2020Finding Executive Function in Your Pyramid Model Classroom: The Secret Ingredient You Didn’t Know You Had
February 22, 2021Re-Imagining Inclusion: High-Quality Inclusion for Young Children with Disabilities When the World Turns Upside Down
June 12, 2020Creating Anti-Racist Early Childhood Spaces
June 11, 2020Delivering Coaching from A Distance
May 22, 2020Addressing Challenging Behavior through Data: Introduction to the BIRS
April 17, 2020Providing Distance Family Support: What Do I Say? How Can I Help? A Conversation with NCPMI Faculty
April 1, 2020All Hands on Deck: Defining the Role of Mental Health Consultation and Supports Within the Coaching Context
December 11, 2019Using the Behavior Incident Report System (BIRS) to Support Practitioners Around Children Who Engage in Challenging Behavior
December 5, 2019Program-Wide Implementation of Pyramid Model Practices in Early Intervention/Part C
November 20, 2019A Day in the Life of a Practitioner Coach: Planning for Coaching Caseloads
November 18, 2019What Works in Reducing Suspensions and Disproportionality: The Pyramid Model
October 15, 2019Indicators of High-Quality Inclusion: A Comprehensive Set of Tools
October 7, 2019All Hands on Deck: Integrating Infant Early Childhood Mental Health Consultation and the Pyramid Model
August 19, 2019The Pyramid Model Goes to Family Child Care Homes
July 10, 2019Coaching Conversations: Using Constructive and Supportive Feedback to Build Practitioners’ Confidence and Competence
March 27, 2019Early Childhood Suspensions: The Impact on Families
March 20, 2019Making Coaching Come Alive: Creating Action Plans to Promote Practitioner Buy-In
January 28, 2019Developing and Implementing Intensive Individualized Interventions: Prevent-Teach-Reinforce for Young Children
November 7, 2018Using the Equity Coaching Guide to Address Culturally Responsive Practices
November 7, 2018Social-Emotional Screening of Young Children: Early Identification is Essential to Healthy SEL
September 25, 2018Having Conversations about Race, Bias, and Equity
September 11, 2018All Hands on Deck: Partnering with Infant and Early Childhood Mental Health Consultants to Implement the Pyramid Model
July 16, 2018The Power of Practice-Based Coaching in Supporting Early Educators’ Use of the Pyramid Model
March 23, 2018Let’s Talk! Preschool Suspensions: This is What We Know
April 27, 2017Infant Early Childhood Mental Health Consultation (IECMCH) and the Center of Excellence
August 17, 2016A Day in the Life of an Infant and Early Childhood Mental Health Consultant
December 14, 2012Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors
June 1, 2012LEAP Preschool: An Inclusive Model of Early Autism Intervention
May 18, 2012Establishing the Pyramid Model as an Evidence-Based Practice: Results from a Randomized Study
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Training modules on evidence-based practices at all tiers of the Pyramid Model, including understanding behavior, function-based teaching, and developing behavior support plans.

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This website was made possible by Cooperative Agreement #H326B220002 which is funded by the U.S. Department of Education, Office of Special Education Programs. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. This website is maintained by the University of South Florida. Contact webmaster.