Positive Behavior Interventions and Supports

Abstract

“Many preschool teachers have reported that challenging behaviors are their single greatest concern.”

Ms. Garcia is a general education teacher in a preschool classroom. The classroom consists of 16 children, ages 3 to 4, and one assistant teacher. Three children are English language learners and three receive special education services. This was the first year of formal education for many of the children in her class. Ms. Garcia struggles with classroom management and feels that student behaviors worsen each year. She feels overwhelmed with the many complex needs of the children in her classroom, and becomes easily frustrated and reactive to their behaviors. Although many of the children are now familiar with classroom routine, some continue to be noncompliant with the rules and aggressive with their peers.

Ms. Garcia knows she should use hands-on and engaging materials, yet she finds herself using worksheets often for the ease of planning. She knows worksheets are not developmentally appropriate for 4-year-olds, but some days, she is just too exhausted from managing the children to take time to plan hands-on and engaging activities. Ms. Garcia wants to “have fun” teaching again, and to make a positive impact on the children in her class. She wants her classroom to be a safe and supportive environment for all children. She learned about The Pyramid Model in a workshop last fall, and decided to try some of the strategies.

Challenging Behaviors in Young Children

In a great number of preschool settings, challenging behaviors are a significant problem. In fact, many preschool teachers have reported that challenging behaviors are their single greatest concern (Hemmeter, Fox, Jack, & Broyles, 2007). Challenging behaviors are not only of concern for teachers but can also be detrimental to children’s future academic and social success (Morgan, Farkas, Tufis, & Sperling, 2008; Webster-Stratton & Reid, 2003), as young children who exhibit challenging behaviors in preschool are likely to continue demonstrating undesired behaviors later in life (Bulotsky-Shearer, Domínguez, Bell, Rouse, & Fantuzzo, 2010).

Fortunately, systems of positive behavior support have shown great promise for effectively establishing behavioral expectations and decreasing challenging behaviors in school settings (Chitiyo, May, & Chitiyo, 2012; George, George, Kern, & Fogt, 2013). A system of positive behavioral interventions and supports (PBIS) refers to the systematic, data-driven process of selecting and implementing universal, secondary, and, sometimes, intensive intervention strategies to decrease challenging behaviors (Fox, Carta, Strain, Dunlap, & Hemmeter, 2009). PBIS focuses on the use of positive reinforcement to increase the frequency of socially desirable positive behaviors. Early Childhood PBIS (EC-PBIS) has demonstrated promising effects on managing classrooms, decreasing challenging behaviors, and teaching socially appropriate replacement behaviors in early childhood settings (Blair, Fox, & Lentini, 2010; Conroy, Dunlap, Clarke, & Alter, 2005).

“Early Childhood PBIS (EC-PBIS) has demonstrated promising effects on managing classrooms, decreasing challenging behaviors, and teaching socially appropriate replacement behaviors in early childhood settings.”

The purpose of this article is to provide an overview, core strategies, and real-life examples of the universal tier of an early childhood multitiered system of positive behavior support: The Pyramid Model. This article includes information from a variety of resources and classroom experiences to assist practitioners in the implementation of all aspects of the important and most often overlooked component of the model, the universal tier, to help teachers prevent future challenging behaviors in classrooms for children with or at risk for disabilities.

Positive Behavior Interventions and Supports in Preschool

The Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003), also referred to as the Pyramid Model, or EC-PBIS, is a multilevel system of supports that provides a framework for the prevention of challenging behavior and promotion of positive intervention practices to support the social-emotional development of young children (see Figure 1). The base of the pyramid, the universal tier, includes two levels of foundational conditions for all children in a preschool classroom: nurturing and responsive caregiving relationships and high-quality supportive environments. This tier recognizes the importance of positive relationships with children, families, and colleagues. Positive communication, developmentally appropriate instructional practices, and supportive environmental conditions are emphasized in the universal tier.

Figure 1

The teaching pyramid model

The next level of the pyramid, the secondary tier, consists of targeted practices designed to support the social-emotional needs of children at risk of developing challenging behaviors. Interventions in this tier may include instructional strategies such as identifying and discussing emotions, building friendship skills, managing anger and frustration, and engaging in social problem solving (Hemmeter & Fox, 2009).

The top of the pyramid, the tertiary tier, involves the provision of function-based interventions for children who exhibit persistent challenging behaviors and do not respond to previous strategies (Fox et al., 2009; Fox & Clarke, 2006). Instruction at this level requires that a functional behavior assessment be conducted to determine the function of the child’s challenging behaviors (e.g., attention, tangible objects, sensory stimulation, or escape). Intervention plans and strategies at the tertiary tier will be team-based decisions and are often guided by a trained behavior support specialist or mental health consultant (Hemmeter & Fox, 2009).

Maximizing the Universal Tier for Children With or At Risk for Exceptionalities

“The key to success lies in the intentional, systematic, and consistent implementation of the strategies.”

As previously noted, the universal tier of The Pyramid Model consists of two levels: nurturing and responsive relationships and creating high-quality supportive environments. These two levels are composed of many important concepts that are often overlooked by classroom teachers. The concepts and strategies included in the universal tier are helpful for supporting all children, but they are especially beneficial for children with diverse needs. The key to success lies in the intentional, systematic, and consistent implementation of the strategies.

Level 1: Nurturing and Responsive Relationships

Ms. Garcia is concerned about Samuel. Each morning, when Samuel’s mother drops him off, Ms. Garcia can tell what kind of day Samuel will have. Some days, Samuel walks in the classroom without any assistance and he appears to be happy; however, increasingly, he is coming into the classroom upset. For example, he can be resistant to entering the room, he may cry or scream, and it seems his attitude in the morning negatively affects his entire day. Ms. Garcia has tried creating a positive relationship with Samuel’s mother, yet it has not worked out as she has hoped. Due to Samuel’s increasingly negative behaviors at arrival, Ms. Garcia decided to try some new relationship-building strategies in her classroom.

Establishing positive relationships with families

A foundational component of creating a nurturing classroom is building positive relationships with families (Division for Early Childhood of the Council for Exceptional Children [DEC], 2014). Building the parent–teacher partnership in the beginning of the school year is critical, so when teachers need to discuss difficult situations, a good relationship is already established. When children display challenging behaviors, teachers sometimes inadvertently create a negative relationship with the child and the parents. For example, in the previous vignette, at the end of the school day, Ms. Garcia finds herself writing a note to the parent about all of Samuel’s challenging behaviors and neglects to mention any positive aspects of the day. When this happens, parents may begin to have negative feelings whenever they receive contact from the teacher. These negative notes and phone calls can create an undesirable feeling toward school for both the child and the parent.

“One universal strategy teachers can use to help promote positive relationships is to make positive contact with the family a priority.”

One universal strategy teachers can use to help promote positive relationships is to make positive contact with the family a priority. Instead of only telling parents about all of a child’s challenging behaviors, teachers should also look for positive things the child does and send that information home. For example, Samuel may have run away from story time and hit another child during free play. Yet, he also shared with a friend during small group time, cleaned up the art supplies when asked, and remembered to say “thank you” at snack time. Using a formula for notes home can help teachers to remember to focus on positives. For example, start with two positive behaviors, include one or two areas for improvement, and close with one more positive. When teachers focus on communicating positive information with parents, reading the child’s folder each day after school will be a pleasant experience, thus establishing a positive tone for relationships with parents and their children.

Furthermore, when talking with parents about challenging behaviors, teachers should remember to talk about the behaviors from an objective viewpoint, rather than an emotional or subjective viewpoint (Hemmeter, Ostrosky, & Corso, 2012). For example, instead of saying “Samuel was uncooperative, aggressive, and mean to the other kids today,” the teacher should use objective and descriptive language such as follows:

Today, Samuel cleaned up when directed, and used his manners during snack time. During story time, Samuel left his space and ran to another area of the classroom twice. I directed him back to the group on both occasions. During small group time, he shared puzzles with his friends; however, during free play, he hit another child because he wanted to play with the same car. We discussed the rules for sharing. Given the frequency of his aggressive behaviors in free play time, I’d like to have an open conversation with you about how to best address Samuel’s needs.

In this example, the teacher presents the behavior concerns as a problem-solving conversation and refrains from blaming the parents for the child’s behavior. Sometimes teachers inadvertently suggest that behavior expectations are not being enforced at home. Instead, teachers can ask if the parents have seen the behavior at home or if there has been a recent change in the child’s home life. This way, families are not put on the defensive, and teachers can better involve parents in creating suggestions and potentially follow up by providing home-based strategies for the parents to try. It is important for teachers to have these open conversations and to work collaboratively with families; however, the best avenue for these conversations may not be through written communication. After an initial note home, a phone call or face to face visit may be more appropriate for engaging in problem solving with families.

“Building trust and positive relationships with and among children helps to create a positive and safe learning environment.”

Finally, when having these open conversations with families, teachers should consider the many cultural differences that may affect parent–teacher and teacher–child relationships. There are a wide range of influences that can affect these relationships, including culture, ethnicity, religion, race, language, and socioeconomic status. Education and life experiences may affect these relationships as well. To create a healthy and positive relationship, the teacher can learn about the family’s culture, gain his or her own self-awareness, provide an interpreter if appropriate for parent–teacher conferences, avoid jargon or technical vocabulary in speaking and writing, develop a shared vision of the child’s education, focus on the family’s strengths, and engage in active listening of both parent and child (Friend & Cook, 2013).

Establishing positive relationships with children

When children exhibit challenges in the classroom, it can be difficult for teachers to create and maintain a positive relationship with the child. This component of the universal tier of The Pyramid Model is of great importance, as many young children benefit greatly from positive social relationships within the classroom (Brown, Odom, & McConnell, 2008; Guralnick, 2010). Building trust and positive relationships with and among children helps to create a positive and safe learning environment.

Many guidelines for establishing positive relationships with children include strategies for communication. For example, teachers can develop a connection with each child by asking open-ended questions, finding out the child’s interests, and expressing enthusiasm when the child communicates with them (DEC, 2014). Universal tier strategies designed to model appropriate and positive greeting behaviors, such as getting down to the child’s level, using the child’s name, and making eye contact with the child, can make him or her feel important and respected. Relationships can be further developed by increasing the frequency of individualized interactions with children (Fox & Lentini, 2006). By talking, listening, and interacting with children regularly, teachers will not only enhance children’s communication and language, but they will also improve the relationships being built in the classroom. Although these communication techniques may appear to be simplistic in nature, it is easy for teachers to get caught up in the daily stress of teaching young children and to forget to use these simple strategies to establish and maintain positive relationships. Teachers have to work toward being systematic and intentional about engaging in positive interactions with children.

“Reframing teacher thoughts about student behavior is a strategy to assist teachers in managing their own stress and depersonalizing student misbehavior.”

An additional universal strategy for promoting positive communication with children is reframing teacher thoughts. “Reframing” has roots back to the 1970s in clinical psychology literature (see Ellis, 1977; Meichenbaum, 1977). Reframing teacher thoughts about student behavior is a strategy to assist teachers in managing their own stress and depersonalizing student misbehavior. For example, when Samuel enters the room screaming, instead of thinking, “Oh no, it’s going to be a rough day,” the teacher would reframe her thoughts and think instead, “Samuel must have had a rough morning at home. I’m going to help him find an activity and let him know that he’s in a safe and nurturing environment.” By simply changing internal thoughts, teacher stress levels can decrease and the classroom becomes a more positive environment.

Not all teachers find it easy to reframe thoughts. Dealing with challenging behaviors on a daily basis can lead to a sense of exhaustion. Sometimes, the involvement of a mental health consultant may be useful in helping a teacher with reframing. A mental health consultant can be an excellent resource for the teacher, can provide ideas for how to deal with a lack of energy and sense of exhaustion, and may be able to provide strategies for engaging in positive interactions that affect the attitudes of the children in the classroom. Teachers may also benefit from joining professional learning communities where early educators can provide support for one another and share ideas about how to manage behaviors, stay positive, and maintain an emotionally healthy work environment.

Ms. Garcia implemented the relationship-building strategies right away with all children, not just with Samuel. She focused on building trust and creating a welcoming environment by modeling appropriate and positive greeting behaviors. After doing this, Ms. Garcia noticed a positive change across the classroom. She made it a point to write positive notes in each of the children’s folders, even when a child may have had a rough day. She also felt that she was improving her relationship with Samuel and his mother by reframing her thoughts, taking time to establish a consistent morning routine for Samuel, greeting him with a smile, and directing him to a preferred activity. Ms. Garcia found that utilizing child-directed preferred activities in the morning reduced the negative behaviors at the door, which led to a more positive start to each day. Ms. Garcia knows that strengthening her relationship with Samuel and his mother is paving the way for additional interventions that may support Samuel’s behavior, such as using social stories to coach the parent and child through other difficult transitions.

Level 2: High-Quality Supportive Environments

Ms. Garcia was pleased with her implementation of positive relationship strategies. Yet she knew that she now needed to look at her instruction and management. After reading about the second level of the universal tier, she recognized that she already had many components in place to create a high-quality supportive environment, but she was not utilizing them to the fullest extent. For example, she had a visual schedule posted in the classroom, but it was placed high and out of child sight. Also, she had not put her behavior expectation chart back up since Sarah tore it down last month. She was now ready to put it back on the wall, but decided she needed to teach the children how to respect the classroom environment.

Ms. Garcia also recognized that she needed to make improvements to her instruction. She knew that she was doing too many worksheets and noticed some children refused to stay at particular activities, such as circle time and nap time. She began thinking about her activity selection and how she might better teach the children about the classroom expectations.

“The utilization of a visual classroom schedule that is placed at children’s eye-level can reduce challenging behaviors and inform children of which activities are next in the day.”

Using visual schedules

A critical component of a high-quality classroom environment is the design and implementation of the schedule and routines (Lawry, Danko, & Strain, 1999). To support children’s behavior, a visual class schedule should be implemented consistently. The utilization of a visual classroom schedule that is placed at children’s eye-level can reduce challenging behaviors and inform children of which activities are next in the day. Schedules also encourage participation within current activities and present material in a concrete manner for children who have difficulties with auditory processing, memory, and organization (Ganz, 2007).

“When developing classroom rules, teachers should consider no more than five positive statements that support the behavior expectations in the classroom.”

It is useful when the children can easily manipulate the visual schedule. Schedules can be manipulated in a variety of ways. For example, children can move a figure (e.g., a star or clothespin) from one activity to the next (see Figure 2). Another option is to use a pocket chart in which the teacher can turn around completed activities (see Figure 3). Making a schedule that children can manipulate supports their understanding, as it allows children to easily determine the current activity, what is coming next, and when their next preferred activity will take place.

Figure 2

Classroom schedule

Figure 3

Classroom schedule pocket chart

Some children, particularly children with more severe disabilities or children with autism spectrum disorder, may prefer or require an individualized schedule. An individualized schedule can be manipulated or changed to meet the specific needs of each child (DEC, 2014). For example, the picture schedule cards can be made large for children who have weak vision or fine motor skills, or smaller for children who need to see the entire day at once. Icons that are aligned with the child’s interests can be used and the schedule can be placed on the child’s assigned place at the table or on a cardboard or plastic board for mobile use (see Figure 4).

Figure 4

Individualized schedule

Developing clear behavior expectations

Clear behavior expectations can be established through a set of classroom rules. When developing classroom rules, teachers should consider no more than five positive statements that support the behavior expectations in the classroom (Kostewicz, Ruhl, & Kubina, 2008). For example, “use walking feet” is a positive way to state that there is to be “no running or jumping” in the classroom. It tells the children what to do rather than what not to do. Ideally, the teacher and children would develop the rules together (Marzano, Marzano, & Pickering, 2003). Rules that consist of observable behaviors may work best for children that require visual prompts, such as “hands in lap, bottom in your chair, and feet on the floor.” If teachers choose to create classroom rules with more abstract words such as “be respectful” or “be responsible,” then these rules will need to be explained and systematically taught so that children will know exactly what they mean. For instance, if “be respectful” is one of the classroom rules, then the children need to be provided with descriptive information about the behavior expectations associated with that rule.

Representing behavior expectations visually

When the classroom rules are presented visually (i.e., using both words and pictures), and at eye-level, children can easily be reminded of the behavior expectations throughout the day rather than only when the teacher gives verbal reminders or reactive, corrective feedback to address negative behaviors. If the classroom rules are posted on the wall or on a bulletin board, the teacher has the option of simply pointing to the rules or using nonverbal gestures to remind children of the rules (see Figure 5). Classroom rules can be represented visually in other ways as well. For example, teachers can create a set of rules on 3″ × 3″ laminated cardstock and glued to popsicle sticks that fit in an apron, worn on a lanyard around the neck, or placed on a retractable key chain attached at the belt (see Figure 6). This way, the rules are mobile and can be used as visual reminders to the children anywhere.

Figure 5

Classroom rules visual expectation

Figure 6

Keychain classroom rules

“Once classroom rules have been developed and presented visually, the behavior expectations associated with these rules will need to be modeled, rehearsed, and reinforced.”

Teaching behavior expectations

Once classroom rules have been developed and presented visually, the behavior expectations associated with these rules will need to be modeled, rehearsed, and reinforced (Wong, Wong, Jondahl, & Ferguson, 2014). Behavior expectations, just like many other skills, need to be explicitly taught to young children. Some children may master a new behavior after a day or two of instruction; however, children with or at risk for disabilities may need to be taught more often, reminded of the expectations every day, and sometimes several times throughout the day for them to master the behavior. Involving children in discussion around the classroom rules and providing them with multiple examples and nonexamples of the behavior expectations associated with each of the rules is an effective way to help them practice.

“Teaching behaviors should be approached the same as teaching any new set of skills.”

Teaching behaviors should be approached the same as teaching any new set of skills. For example, instruction that is provided using multiple and varied approaches, is individualized to build upon strengths and interests, and takes into account the cultural and linguistic differences of the children will be more meaningful and more effective (Allen & Steed, 2016). Explicitly teaching behavior expectations sets all children up for success, because they will have a clear understanding of what is acceptable and unacceptable in the classroom.

Using descriptive praise to reinforce behavior expectations

In general, verbal praise is affirmative feedback given to a child directly after a desired behavior. General verbal praise often comes in the form of “good job” or “good work.” Descriptive or behavior specific praise takes positive feedback one step further by specifically acknowledging the expected and appropriate behavior exhibited by children (Cavanaugh, 2013; DEC, 2014). Using general praise statements may increase the frequency of desired behaviors in the short-term; however, it is not as effective as descriptive, behavior specific praise. Consider the following scenario. A teacher tells a child “good job” after seeing him finish a small group activity and lie on the rug to read a book. The teacher is praising the child for choosing an appropriate activity after completing small group. Yet, the child is confused because typically the teacher gets upset when he is lying on the rug or when he gets a book during other times of the day. If the teacher would have said, “That was a great choice to read quietly when you finished your small group activity,” then the child would know exactly which behavior to reproduce in the future.

“For children with consistent challenging behaviors, individualized descriptive praise is a critical component of an effective behavior intervention plan.”

Children who exhibit challenging behaviors typically require more positive attention and descriptive feedback than other children. Yet, observations of teachers demonstrate that children with challenging behaviors often receive more reprimands than praise, even when engaging in appropriate behaviors (Raver & Knitzer, 2002). Providing a child with descriptive praise reduces challenging behaviors for children at risk for behavior disorders (Fullerton, Conroy, & Correa, 2009) and for children already exhibiting problem behaviors (Smith, Lewis, & Stormont, 2011).

For children with consistent challenging behaviors, individualized descriptive praise is a critical component of an effective behavior intervention plan. Knowing the function of a child’s behavior (e.g., throwing toys to get attention vs. throwing toys to escape an activity) can help teachers use descriptive praise more efficiently (DEC, 2014; Hojnoski & Wood, 2012). For example, if a child is misbehaving because she is seeking attention, using verbal praise more frequently throughout the day can help decrease the need for the child to exhibit attention seeking behavior. If a child is trying to escape undesirable tasks, using language such as “I’m so proud of you for finishing your picture today! You are such a hard worker!” will affect the child’s motivation to engage in those undesirable tasks in the future.

Planning engaging activities and routines

Planning developmentally appropriate, engaging activities can prevent challenging behaviors in the classroom (Kaiser & Rasminsky, 2007). Considering the interests and needs of the children in the classroom may increase the motivation of learning. Young children need opportunities to explore interesting and new materials independently as well as the chance to engage in shared experiences with their peers. Teachers can allow for this autonomy by filling the day with open-ended, child-centered activities and rotating materials on a regular basis. Yet, even within teacher-directed activities, children should be given multiple and varied opportunities to make choices about the materials and procedures to peak their interest in participating. When children are given choices, it gives them a sense of control of their environment and motivates them to be engaged. Consequently, when children are engaged in activities, they are less likely to display challenging behaviors (Powell, Dunlap, & Fox, 2006).

“To maximize the universal tier in a preschool setting, teachers need to be intentional and systematic in their use of supportive strategies.”

Teachers can also structure the routine so that children with differing abilities and interests can participate in a variety of activities. Hands-on and physically active activities allow children to move, interact, discover, and explore with the materials, whereas activities such as worksheets are limited in exploration and discovery. Like Ms. Garcia, unfortunately, some educators continue to use less engaging instructional methods with young children, such as early math worksheets (Arias de Sanchez, 2010). Ms. Garcia recognized that when she gave children worksheets, they became disengaged or bored. Yet, when she provided them with hands-on activities, the children’s engagement and excitement levels increased.

Ms. Garcia was excited to brainstorm new ideas for utilizing visual behavioral expectations with her assistant. By looking through her workshop materials and searching the Internet, she found a variety of ways to present visual schedules and behavior expectations. Ms. Garcia’s class began to use a visual schedule in which she could flip activity cards over when they were completed. She also used a behavior expectation chart with visuals of behavioral expectations and wore 3″ × 3″ behavioral expectation cards on a lanyard so she could use the visual prompts in all locations. The class reviewed the schedule and behavior expectations before each transition and at other times throughout the day as needed. Ms. Garcia was proud that the majority of teacher–child interactions were positive, as now she only had to point to the chart or the expectation card when negative behaviors occurred. This allowed more time and energy for her to provide descriptive praise to the children in her class when they made appropriate behavior choices, as well as to provide instruction in developmentally appropriate ways.

Conclusion

The purpose of this article was to highlight the many elements associated with the universal tier of The Pyramid Model. To maximize the universal tier in a preschool setting, teachers need to be intentional and systematic in their use of supportive strategies to assure that all children receive universal supports throughout the day, week, and school year. The universal tier strategies of the Pyramid Model include many supports that are helpful for teaching all children, particularly children with diverse needs. Table 1 provides an overview of the strategies discussed in this article and a list of bulleted ideas for their use in the classroom. Establishing positive relationships with families and children is a critical first step to creating a safe place for children to learn and grow. In addition, preschool teachers can ensure a high-quality environment through the use of visual schedules and a system of clear behavior expectations that are represented visually, taught, and reinforced. Finally, within a strongly developed supportive environment, children who are exposed to a variety of developmentally appropriate, engaging activities are more likely to be well-behaved and on the road to a successful social and academic future.

Table 1

Ideas for Maximizing the Universal Tier Strategies for the Classroom

Universal tier level	Strategy	Classroom ideas
Nurturing and Responsive Relationships	Establishing positive relationships with families	Call parents with positive news early and often Write positive notes home about the school day Remain objective when describing challenging behaviors Maintain focus on solving the problem Involve parents in selecting and prioritizing target behaviors Listen to parents’ suggestions for improving behavior Follow-up with home-based strategies when appropriate
	Establishing positive relationships with children	Use children’s names when you speak with themMake eye contact with the childrenGet down to the children’s level when speakingAvoid yelling across the roomTake time to talk and interact with each child individuallyListen to children when they speak and help them clarify their messagesAsk open-ended questionsShow interest and enthusiasm when children communicate
High-Quality Supportive Environments	Using visual schedules	Minimize transitions within the daily schedulePlace the visual schedule at eye-level for the childrenDesign a schedule that can be easily manipulatedUse individualized schedules for children who need more support
	Developing clear behavior expectations	Develop no more than three to five classroom rulesState the rules positively (what to do, rather than what not to do)Use observable behaviors as rules whenever possible
	Representing behavior expectations visually	Pair each classroom rule with a picture or iconCreate a poster with the visual rulesPlace the classroom rules poster at eye-level for childrenMake a picture card out of each rule on cardstock and carry the rules everywhereUse nonverbal signals such as pointing to the poster or flashing the picture cards when children need reminders
	Teaching behavior expectations	Involve children in discussions about the rulesProvide multiple examples and nonexamplesAllow children to practice the rules each dayPractice until the children have mastered the rulesProvide consistent reminders throughout each day and throughout the school year
	Using descriptive praise to reinforce behavior expectations	Praise children immediately after desired behaviorGet close to the child when praising him or herBe specific about the behavior you are praisingGive children multiple and varied opportunities to display desired behaviors
	Planning engaging activities and routines	Plan activities based on the children’s interestsSelect and rotate new and interesting materialsBalance independent and peer-based activitiesSpend more time on child-centered, open-ended activitiesFill teacher-led activities with multiple and varied choices

Since Ms. Garcia started maximizing her use of the Universal Tier strategies of The Pyramid Model, she has found a renewed sense of teaching and more energy to spend time developing plans and selecting materials for developmentally appropriate activities. For example, she eliminated the use of worksheets in the classroom and increased hands-on activities. In fact, she found that the more engaging and hands-on the activities, the more appropriate behaviors she saw being exhibited by the children in her class. Ms. Garcia is thrilled with the progress she sees among all the children in her classroom!

Footnotes

Authors’ Note

You may reach Katherine B. Green by e-mail at kbgreen@westga.edu.

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