Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Childrenâ (TM)s Division for Early Childhood (DEC). She is currently the PI on on an IES-funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices.
Departments of Education and Health and Human Services. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University.
Provide individualized support for children with persistent challenging behavior.Give children the skills they need to solve interpersonal problems appropriately.Teach children about emotions and help them develop a â oefeeling vocabularyâ .Create a culture of friendship and actively teach children friendship skills.Support smooth and streamlined transitions that prevent challenging behavior.Deliver intentional, explicit instruction in social‐emotional competence.Clearly define and teach behavior expectations and rules.Develop predictable schedules and routines that maximize participation and learning.Construct a positive classroom environment that supports access and engagement for all students.
Unpacking the pyramid model professional#
Ideal for use in teacher trainings, preservice methods courses, and individual professional development, Unpacking the Pyramid Model will give current and future educators the foundational skills they need to promote positive behavior and build all young childrenâ (TM)s social‐emotional competence.
Unpacking the pyramid model plus#
Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized. Now thereâ (TM)s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.Ĭreated by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2-5. For more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development.
0 kommentar(er)
