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Establishing the Pyramid Model as an Evidence-Based Practice: Results from a Randomized Study
In this webinar, Mary Louise Hemmeter and Lise Fox discuss a recently completed, randomized trial that examined the implementation of the Pyramid Model within public school preschool classrooms in Tennessee and Florida that included children with disabilities. They describe the research...
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Pyramid Model Overview
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices developed by two national, federally-funded research and training centers: The Center for the Social and Emotional Foundations for Early Learning...
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Giving Expectations Individually
Here this student is giving an individual warning that a transition is about to happen. He is given his expectations both verbally and visually. When the bell rings, he knows exactly what he needs to do.
LEAP Preschool: An Inclusive Model of Early Autism Intervention
In this webinar, Phil Strain and Ted Bovey introduce you to the LEAP Preschool Model, an inclusive, evidence-based model for young children with autism that was founded in 1981. The webinar begins with an overview of key model components, follows with a discussion of several key research...
Recent Videos
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Transition Warnings
Here, transitions warnings are done by students through social interaction. This student carries a timer around and asks her peers if they want to hear the 5 minute timers. Each student can say yes and listen or no thank you.
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Books Help Students Learn About SE Literacy
This classroom picks books to help students learn about social emotional literacy. Books that give examples of feelings and behaviors that their students can relate to.
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Cooperative Play
Activities become more social and meaningful when completed with a friend-here during an art activity. A peer holds the paper for a friend while they punch holes in it to lace later on.
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Social Interaction at Sign In
This class plans using social interactions throughout the day. Here we see a little girl find her peers. She tells them it is their turn to sign in. Each student will also identify how they feel at time of check in as part of this process.
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Using Visual Schedules
At the beginning of every large group, the class leader for the day goes through the schedule. Completed activities are removed and put in an all done pocket. Activities that still need to be completed are reviewed. This allows the class to make changes in their schedule and prepare students...
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Social Skills at Snack Time
Snack here is not just a time of the day. It is social from beginning to end. Here a student finishes his snack, takes the snack necklace over to his peer, tells him it is his turn for snack, highlighting appropriate social interactions during classroom routines.