1. Janene Swalwell, Monash University, Australia
MONASH EDUCATION
The Pyramid Model – A collaborative approach between professionals supporting social-emotional-behavioural development and inclusion of children
Janene Swalwell, Monash University, Australia
The Pyramid Model [PM] is an integrated, evidenced based framework for promoting social emotional skills in young children including those with severe behavioural needs. It integrates high quality early childhood practices in a response-to-intervention framework. While it is widely used throughout America, its implementation in other countries has not been studied. This paper uses an implementation science approach to discuss implementation and outcomes of inter-country translation supported by academic, organisational and educator collaboration.
The authors are:
Janene Swalwell, Monash University, Melbourne, Victoria, Australia. Janene has led the introduction of the Pyramid Model to Australian educators, bringing one of the originators of the framework to Australia four times between Janene has also led the small research trial which is the subject of this presentation.
Prof. Mary Louise Hemmeter Vanderbilt University, Nashville, Tennessee, USA is one of the leaders of the research consortia which first introduced the PM to America in Mary Louise has provided extensive workshop training to educators and allied consultant personnel throughout Australia and has supported the development of a team of Pm educators and consultants. She has supported Janene in the development of the study and apologises that she can’t be here. In fact, she’s currently in Australia as keynote in a Special Education Conference.
Funding support is acknowledged from: Monash University, Faculty of Education
Vanderbilt University, Faculty of Early Childhood Special Education
Department of Education & Training, Victoria, Australia

2. Traditional linear model of intercountry translation
Establish an evidence- based practice
Implement trial in new country, establish fidelity & new evidence
The traditional approach to the introduction of evidence based practice into service has sought to consolidate the evidence base and then to introduce it into practice with fidelity. At-face scrutiny of the proposed intervention package has often been all that has been conducted before training and implementation is commenced. Evidence of intended outcomes has been the sole objective. Amongst others Fixsen et al (2005) noted that practitioners would then find challenges and implementation issues which would mean that most EBP never made its way into sustained practice. The problems that practitioners have had introducing EBP have been noted by researchers, but efforts to respond have generally not been incorporated into research planning.

3. Proposed inter-country model for gathering evidence about early childhood practices
People, place, organisation, system, culture
A. Ecological outcomes
Educators, children, families
C. Outcomes
B. Perceptions, values, beliefs – about outcomes & processes
Fixsen et al (2005) and others subsequently have developed frameworks for considering the range of implementation issues which need to be addressed when attempting to translate evidence into practice. Factors such as the specific population served, the community from which they come, the views and skills of practitioners, the local policies etc. intervene. For the study of the PM, a framework for translation of EBP into practice has been developed. It includes specific consideration of the alliance of values (Moore, 2015), alongside dimensions of implementation science (Fixsen et a., 2005; Proctor et al, 2011) and evidence of positive outcomes for educators, children and for families. In investigating the introduction of PM, a systematic approach is required which needs to consider both practitioner development and includes developing policy and administrative support which would help to sustain it, as an advance in practice development.

4. Australian Early Years Learning Framework (2009)
Belonging
Being & Becoming
Children have a strong sense of identity
Children are effective communicators
Children are confident and involved learners
Children have a strong sense of wellbeing
Children are connected & contribute to their world
The key components in pertinent Australian early childhood policy are shown in the next two slides. These both highlight the importance of children’s social-emotional development, relationships and family connections as components of quality early childhood services.

5. B. Australian Early Years National Quality Framework (2012)
Area 5 Relationships with children
5.1 Respectful and equitable relationships are developed and maintained with each child.
5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Area 6 Collaborative partnerships with families and communities
6.1 Respectful and supportive relationships with families are developed and maintained
6.2 Families are supported in their parenting role and their values and beliefs about childrearing are respected
6.3 The service collaborates with other organisations and service providers to support children’s learning and wellbeing

6. Victorian study design
Small, mixed methods study in four Melbourne Metropolitan kindergartens providing 3-6 year olds.
Questions
What are the issues involved in inter-country adoption of the Pyramid Model of Social-Emotional development in Victorian kindergartens?
What are the outcomes for Victorian children, families and educators from adoption of the Pyramid Model?

7. The Australian PM trial 2015-16 – Mixed methods data collection
Baseline data experimental & control
Intervention data experimental & control +3 month
Immediate post intervention - experimental & control +6 mths
Post intervention
interviews only
+14 months
A small mixed methods study of 2 kindergartens with 2 paired matched, control groups is being undertaken (total of 80 children, 8 educators, 5 consultants, 4 management-administrators, 40 parents from experimental groups). The initial study was undertaken between May-November 2015 in Melbourne, with quantitative (e.g. Social Skills Improvement System) and qualitative (e.g. interview) data gathered.
Understanding about values, beliefs and perceptions was achieved essentially through qualitative study - asking those involved – educators, administrators, parents and to a lesser extent, children.

8. Outcomes data – educators, families & children
Educator outcomes
TPOT data – fidelity of coaching & educator implementation, and change
Educator views
Manager, consultant, coach & student-researchers’ views
Parent views
Child outcomes
Social emotional engagement; social-emotional vocabulary
Turn taking knowledge; social problem solving
SSIS results
Educator, manager, consultant, coach & student-researcher views
Parent outcomes
C1. Educator outcomes
TPOT data – fidelity of coaching & educator implementation, change
Educator views
Manager and consultant views
C2. Child outcomes
Social emotional vocabulary
Turn Taking knowledge
SSIS results
Parent views

9. Pyramid Model - Theory of change - change adults’ behaviour to change children’s behaviour
Systems support; Training & coaching
Educators practice development
Children’s social – emotional skills building
Parenting practice development
. Outcomes The PM has an established model of change. As shown. Training is expected to change educator behaviour which in turn influences children’s and parents’ outcomes.
C. Outcomes Of course, this is a two-way process since educator opinion and behaviour influences managers as well as managers influencing educators etc. Likewise, as educator behaviour influences children’s social-emotional skills development so it should be expected that this will influence educator behaviour.

10. Pyramid Model - change in practice is transactional
Systems support; Training & coaching
Educators practice development
Children’s social – emotional skills building
Parenting practice development

11. Educators receive – training & regular coaching
Training including reflective discussion
Collaborative goal setting with coach resources identified
Explore & try out
in practice
Collaborative reflection & new goal setting with coach
Explore & try out
Best with teams working together

12. Coaching characteristics
Respectful, voluntary, considerate, regular, paced etc
Educators coach educators
Progresses incrementally as educator sets goals
Expands established practices by adding new approaches and resources
Starts with the basics, at the base
Uses parallel process – respectful of professionals → respectful of children & parents
TPOT – Teaching Pyramid Observation Tool (Hemmeter et al., 2014) – helps educators identify practice gaps
Number of sessions needed varies depending on the skills of educators & whether training/ coaching is for an individual or the team of educators.

13. Trained & coached?
What are educators trained and coached about?

14. Pyramid Model uses Universal design for learning - Rose & Meyer, 2002
Response to intervention, Hemmeter et al, 2008
Firstly, I will discuss the Pyramid Model [PM] briefly. In universal design for learning approach such as Response to Intervention (R2I) all children’s needs are attended to in educational planning. R2I is an evidence based approach which supports all children’s development and learning through graduated levels of educator support and teaching. R2I explicitly aims to prevent children’s learning challenges by assessing, supporting and teaching children according to their current knowledge and skills. In Australia at least, the traditional approach to early education has been to provide children with secure relationships and structures and then to respond to their interests, to follow their lead and provide adult support when and as needed. Whilst this approach works well for the majority of children, it is less suited to children with additional learning needs who by definition are regarded as requiring extra support to understand and extra practice to consolidate their learning (Mahoney, 2013). Children with additional needs are characterised by inattention, repetitive engagement with a small number of activities and disengagement from key features of information which adults perceive they need for learning and development. R2I addresses this issue by providing increasingly focussed levels of support and instruction as children’s learning needs and difficulties increase (Buysse & Peisner-Feinberg, 2013).

15. Bringing together academics from six universities:
Pyramid origins
Bringing together academics from six universities:
Early education
Special education
Behavioural psychology

16. Pyramid Model * Level 3 Positive behaviour support - For very few
Explicit teaching - For many
Level 1
Foundational
- For all
The Pyramid Model (PM) is an evidence based framework (EBP) for supporting all children in learning social-emotional skills. It is based on an R2I approach, and integrates a traditional free exploration approach to children’s kindergarten experiences with explicit teaching and behaviourist approaches for those children with continuing behavioural needs. The base assumes a well-trained workforce, who are specifically trained and then coached in PM (See TPOT for the coaching framework, Fox, Hemmeter & Snyder, 2014).
At the base of the Pyramid is the foundation of high quality relationships with children which are supported by a focus on a social-emotional vocabulary and skills development, and the introduction of a small number [5] of collaboratively developed rules and expectations about social-emotional behaviour of children individually, with peers and educators e.g. “we use gentle touches” or “we take turns with our friends”. These relationships are further supported through the kindergarten environment which is made as clear and intelligible to every child as possible. This use of the environment as an extra educator assumes the use of visual pictures, signs and symbols; which are present throughout kindergarten to support children’s understand of the function of spaces and expectations about children’s behaviour. These are additionally supported through use of a Tool Box of information which supports children’s social-emotional problem solving, offering them a range of potential ideas for solutions to issues that may arise, such as turn-taking, sharing, trading etc. Once these are in place, specific incidental and explicit teaching of social-emotional skills is provided for those children requiring additional support. At the top of the PM is comprehensive, all-adult coordinated planning for Positive Behavioural Support (PBS) for those children with greatest needs.
It is important to note that once the bottom of PM is in place many children’s behavioural needs are addressed and significant reduction in numbers requiring PBS occurs (Hemmeter, Ostrovsky & Fox, 2006).
PM has been implemented in more than half the states of America and has a broad base of support among practitioners there.
The Pyramid Model [PM] is an evidence based framework for promoting the social-emotional skills of all children in early years’ services, whether they are typically developing, have additional needs or behavioural challenges. The model is unique as it blends best practice in early childhood education, intentional and explicit teaching and positive behaviour support. In an Australian context the model appears compatible with early childhood and disability policies [Early Years Learning Framework, Quality Standards, NDIA and National Inclusion Statement] and to add specific strategies and resources which may be used to embody these policies. The model is very widely disseminated across America, has been used in other countries but has yet to be researched outside America. Many Australian educators have adopted some PM practices after hearing Professor Hemmeter speak or have accessed the web-based resources which offer information, strategies and skills for promoting social-emotional capacities in children and supporting parents. In general PM training, educators receive collaborative coaching in the practices which they prioritise for support. Janene will present some results from the first Australian research trial of PM which used a mixed methods approach. Her presentation will have a particular focus on PM coaching and promoting professional collaboration in support of inclusive practices.

17. Pyramid Model Educator & consultant training & resources
Program-Wide Commitment
Educator & consultant training & resources
Data-Based Decision Making
Partnerships with Families
Well-Defined Procedures
The Pyramid Model (PM) is an evidence based framework (EBP) for supporting all children in learning social-emotional skills. It is based on an R2I approach, and integrates a traditional free exploration approach to children’s kindergarten experiences with explicit teaching and behaviourist approaches for those children with continuing behavioural needs. The base assumes a well-trained workforce, who are specifically trained and then coached in PM (See TPOT for the coaching framework, Fox, Hemmeter & Snyder, 2014).
At the base of the Pyramid is the foundation of high quality relationships with children which are supported by a focus on a social-emotional vocabulary and skills development, and the introduction of a small number [5] of collaboratively developed rules and expectations about social-emotional behaviour of children individually, with peers and educators e.g. “we use gentle touches” or “we take turns with our friends”. These relationships are further supported through the kindergarten environment which is made as clear and intelligible to every child as possible. This use of the environment as an extra educator assumes the use of visual pictures, signs and symbols; which are present throughout kindergarten to support children’s understand of the function of spaces and expectations about children’s behaviour. These are additionally supported through use of a Tool Box of information which supports children’s social-emotional problem solving, offering them a range of potential ideas for solutions to issues that may arise, such as turn-taking, sharing, trading etc. Once these are in place, specific incidental and explicit teaching of social-emotional skills is provided for those children requiring additional support. At the top of the PM is comprehensive, all-adult coordinated planning for Positive Behavioural Support (PBS) for those children with greatest needs.
It is important to note that once the bottom of PM is in place many children’s behavioural needs are addressed and significant reduction in numbers requiring PBS occurs (Hemmeter, Ostrovsky & Fox, 2006).
PM has been implemented in more than half the states of America and has a broad base of support among practitioners there.
The Pyramid Model [PM] is an evidence based framework for promoting the social-emotional skills of all children in early years’ services, whether they are typically developing, have additional needs or behavioural challenges. The model is unique as it blends best practice in early childhood education, intentional and explicit teaching and positive behaviour support. In an Australian context the model appears compatible with early childhood and disability policies [Early Years Learning Framework, Quality Standards, NDIA and National Inclusion Statement] and to add specific strategies and resources which may be used to embody these policies. The model is very widely disseminated across America, has been used in other countries but has yet to be researched outside America. Many Australian educators have adopted some PM practices after hearing Professor Hemmeter speak or have accessed the web-based resources which offer information, strategies and skills for promoting social-emotional capacities in children and supporting parents. In general PM training, educators receive collaborative coaching in the practices which they prioritise for support. Janene will present some results from the first Australian research trial of PM which used a mixed methods approach. Her presentation will have a particular focus on PM coaching and promoting professional collaboration in support of inclusive practices.
ALL Levels benefit from Administrative Support

18. Things PM assumes that people often don’t understand
Children learn social & emotional understanding from the people and experiences they encounter.
Behaviour is communicative.
Behaviour has meaning. It is a representation of meaning that children are able to use in a particular time and place.
Behaviour that persists is generally working for a child.
To understand behaviour seek its communicative function – e.g. gain, request, avoid, escape, etc

19. Pyramid Model – High quality relationships
The Pyramid Model (PM) is an evidence based framework (EBP) for supporting all children in learning social-emotional skills. It is based on an R2I approach, and integrates a traditional free exploration approach to children’s kindergarten experiences with explicit teaching and behaviourist approaches for those children with continuing behavioural needs. The base assumes a well-trained workforce, who are specifically trained and then coached in PM (See TPOT for the coaching framework, Fox, Hemmeter & Snyder, 2014).
At the base of the Pyramid is the foundation of high quality relationships with children which are supported by a focus on a social-emotional vocabulary and skills development, and the introduction of a small number [5] of collaboratively developed rules and expectations about social-emotional behaviour of children individually, with peers and educators e.g. “we use gentle touches” or “we take turns with our friends”. These relationships are further supported through the kindergarten environment which is made as clear and intelligible to every child as possible. This use of the environment as an extra educator assumes the use of visual pictures, signs and symbols; which are present throughout kindergarten to support children’s understand of the function of spaces and expectations about children’s behaviour. These are additionally supported through use of a Tool Box of information which supports children’s social-emotional problem solving, offering them a range of potential ideas for solutions to issues that may arise, such as turn-taking, sharing, trading etc. Once these are in place, specific incidental and explicit teaching of social-emotional skills is provided for those children requiring additional support. At the top of the PM is comprehensive, all-adult coordinated planning for Positive Behavioural Support (PBS) for those children with greatest needs.
It is important to note that once the bottom of PM is in place many children’s behavioural needs are addressed and significant reduction in numbers requiring PBS occurs (Hemmeter, Ostrovsky & Fox, 2006).
PM has been implemented in more than half the states of America and has a broad base of support among practitioners there.

20. “Every child needs one person who is crazy about him.” Bronfenbrenner
Powell,
Hoffman & Marvin,
2009

21. Building Positive Relationships –
with children, families and colleagues
Thinking of professionals’ positive interactions as:
- Deposits in the piggy bank
- Bucket filling
Happy
Grams
Home
visits
Play
Share
Empathy
Notes
home
Time &
Attention 21

22. Building Positive Relationships with Children
Consider how your deposits change when the child:
Does not respond to you/ your attention
Cannot see or hear you
Is emotionally upset
Is on-the-go all the time
Presses your buttons
Emphasize that the need for “deposits” does not change; It is critical that all children feel accepted and belong. Also becomes critical to consider your relationships with families and related service professionals 22

23. Relationships with & resources for families “Parents need to know that we care before they care what we know.” (Klass, 1997)
Available on website & should be on their CD

24. Pyramid Model – Regards the environment as an additional educator
Expectations & rules
The Pyramid Model (PM) is an evidence based framework (EBP) for supporting all children in learning social-emotional skills. It is based on an R2I approach, and integrates a traditional free exploration approach to children’s kindergarten experiences with explicit teaching and behaviourist approaches for those children with continuing behavioural needs. The base assumes a well-trained workforce, who are specifically trained and then coached in PM (See TPOT for the coaching framework, Fox, Hemmeter & Snyder, 2014).
At the base of the Pyramid is the foundation of high quality relationships with children which are supported by a focus on a social-emotional vocabulary and skills development, and the introduction of a small number [5] of collaboratively developed rules and expectations about social-emotional behaviour of children individually, with peers and educators e.g. “we use gentle touches” or “we take turns with our friends”. These relationships are further supported through the kindergarten environment which is made as clear and intelligible to every child as possible. This use of the environment as an extra educator assumes the use of visual pictures, signs and symbols; which are present throughout kindergarten to support children’s understand of the function of spaces and expectations about children’s behaviour. These are additionally supported through use of a Tool Box of information which supports children’s social-emotional problem solving, offering them a range of potential ideas for solutions to issues that may arise, such as turn-taking, sharing, trading etc. Once these are in place, specific incidental and explicit teaching of social-emotional skills is provided for those children requiring additional support. At the top of the PM is comprehensive, all-adult coordinated planning for Positive Behavioural Support (PBS) for those children with greatest needs.
It is important to note that once the bottom of PM is in place many children’s behavioural needs are addressed and significant reduction in numbers requiring PBS occurs (Hemmeter, Ostrovsky & Fox, 2006).
PM has been implemented in more than half the states of America and has a broad base of support among practitioners there.

25. Creating Supportive Environments consider
Physical design - traffic patterns, learning centers
Schedules and routines
Structuring transitions
Visual cue systems – e.g. boardmaker signs, photos
Planning and implementing activities to promote engagement
Teaching rules/expectations
Positive feedback and encouragement
Support managing transitions and groups

26. Pyramid Model – Explicit support & teaching of social-emotional skills
The Pyramid Model (PM) is an evidence based framework (EBP) for supporting all children in learning social-emotional skills. It is based on an R2I approach, and integrates a traditional free exploration approach to children’s kindergarten experiences with explicit teaching and behaviourist approaches for those children with continuing behavioural needs. The base assumes a well-trained workforce, who are specifically trained and then coached in PM (See TPOT for the coaching framework, Fox, Hemmeter & Snyder, 2014).
At the base of the Pyramid is the foundation of high quality relationships with children which are supported by a focus on a social-emotional vocabulary and skills development, and the introduction of a small number [5] of collaboratively developed rules and expectations about social-emotional behaviour of children individually, with peers and educators e.g. “we use gentle touches” or “we take turns with our friends”. These relationships are further supported through the kindergarten environment which is made as clear and intelligible to every child as possible. This use of the environment as an extra educator assumes the use of visual pictures, signs and symbols; which are present throughout kindergarten to support children’s understand of the function of spaces and expectations about children’s behaviour. These are additionally supported through use of a Tool Box of information which supports children’s social-emotional problem solving, offering them a range of potential ideas for solutions to issues that may arise, such as turn-taking, sharing, trading etc. Once these are in place, specific incidental and explicit teaching of social-emotional skills is provided for those children requiring additional support. At the top of the PM is comprehensive, all-adult coordinated planning for Positive Behavioural Support (PBS) for those children with greatest needs.
It is important to note that once the bottom of PM is in place many children’s behavioural needs are addressed and significant reduction in numbers requiring PBS occurs (Hemmeter, Ostrovsky & Fox, 2006).
PM has been implemented in more than half the states of America and has a broad base of support among practitioners there.

27. Explicit & Incidental Intentional Teaching of Targeted Social Emotional Skills
What to teach
Recognizing emotions in self and others
Expressing emotions
Friendship skills
Social problem solving
Emotion management
When to Teach – teachable moments
How to teach
Systematic
Comprehensive
Range of strategies

28. Planning instruction for children with social delays and/or other disabilities
Adaptations
Using incidental opportunities
Planned Intentional Teaching
Embedded Instruction
Create Opportunities for Practice

29. Class Cheryl __ Week: 22-27th June__
Activity Matrix
Class Cheryl __ Week: 22-27th June__
Daily Schedule
Child 1
Child 2
Child 3
Child 4
Arrival time
Responds to name
Explores sensory objects
Respond to soothing
Waves Hello
Identifies her first name
Says Hello to peers
Greets peers appropriately (Hug, High 5)
Identifies first and last name in print
Circle time
Tolerates touch from peer
Expresses emotions through facial expression
Activates communication device with right hand
Follows two-step direction
Identifies emotions in self by pointing to emotion chart
Addresses others by name
Identifies emotions
Answers “wh-” questions
Free Choice
Explores new objects with both hands
Sits near peer for 5 minutes
Maintains eye contact with peer
Makes a choice between 3 center options
Chooses a friend to play with
Stays with peer for 5 min
Answers “wh” questions
Asks, “Play with me?”
Counts objects to 10
Take turns on game or activity
Snack
Accepts new textures in mouth
Vocalizes when hungry
Shares objects with others
Signs “more please”
Responds appropriately to directions (“put your napkin in the trash”)
Says “more please”
Waits for turn
Offers to help others
Solves common problems: too few oranges
Outside
Accepts objects from peers
Ambulates in her walker
Transitions between activities
Follows rules in simple game
Invites peers to play
Counts to 10 during game play 29

30. Pyramid Model - Positive Behaviour Support (PBS)

31. Children with persistent, challenging behavior
Comprehensive approach, all environments and all involved working together
Acknowledge need for other services as well as supporting the child in this setting
Systematic plan
Plan based on understanding the child and the problem behavior
Intensive, individualised – N.B. Intensive for the adults

32. What do we mean when we say “persistently challenging behaviour”?
Any repeated pattern of behaviour that interferes with learning or engagement in pro-social interactions with peers or adults.
Behaviours that are not responsive to the use of developmentally appropriate guidance procedures, including using strategies from the EARLIER LEVELS of the PYRAMID MODEL.
Prolonged tantrums, physical and verbal aggression, disruptive vocal or motor behaviour, property destruction, self-injury, non-compliance and withdrawal.

33. Positive behaviour support process (Hemmeter, Fox & Hardy 2016)
Step 1
Convene meeting including family & consultants
Step 2
Conduct functional assessment in all relevant settings
Step 3
Develop hypotheses about the functions of the behaviour
Step 4
Develop the positive behaviour support plan for relevant locations
Step 5
Implement, monitor & review the behaviour support plan

34. Educator views of themselves using PM
Educator (T4) - “I’ll be doing this till I stop teaching.”
Co-educator (T3) - “I couldn’t work with an educator who wasn’t using it [PM].”
Educator (T3) – “We had one boy we thought we knew was at the top of the pyramid, but we were wrong. We didn’t realise how anxious he was. Once we gave him clear visual support his problems went away.”
Educator (T4) – “We have many more reports. But I have a relationship to talk to parents and the resources, so it doesn’t bother me like it would have before.”….

35. Educator views about processes
Educator (T3) “It’s a lot of work to get set up but then I’ve got the resources on hand when I need them.”
Educator (T3) “I had to be taken kicking and screaming to try out some of the strategies….beyond my comfort zone. I didn’t think they’d work, but once I used it in practice…. You don’t realise how you get into habits. You think you know but there is so much more…”
Educator & co-educator (T4)
The coaching is the most important. More important than the training because it helps to reflect and try out new things, beyond what you would try on your own.
Mutual coaching educator & co-educator works.

36. Kindergarten & Prep Grade educator views about PM outcomes
What words would you use to describe the children T4? – calm, happy, problem solvers, persistent, communicators
T4 The families - more engaged, observing educators’ strategies.
Educators explicitly discuss the social and emotional goals of kindergarten, so families initiate more discussions about family domestic, parenting challenges
More reports - ”The children tell us about issues in their home life…When Mummy got angry with [current partner] she threw socks at him….. I was sad and lonely.”
The children problem solve about social issues without the educators or with them providing prompts using the resources
The children can support each other if upset

37. References
Belonging, being & becoming: The early years learning framework for Australia. (2009). Canberra, ACT. Commonwealth of Australia. ISBN: Boulton-Lewis, G., Brownlee, J., Walker, S., Cobb-Moore, C. & Johansson, E. (2011). Moral and social development: Teachers’ knowledge of children’s learning and teaching in the early years. Australasian Journal of Early Childhood. 36:4, Buysee, V. & Peisner-Feinberg, E.S. (2013). Response to intervention: Conceptual foundations for the early childhood field. In Buysse, V., Peisner-Feinberg, E.S. & Ginsburg, H.P. (eds.). Handbook of response to intervention in early childhood. Ch1. p3-23. Baltimore. Brookes. ISBN: Epstein, A.S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington DC. National Association for the Education of Young Children. ISBN: Fixsen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M. & Wallace, F., (2005). Implementation research: A synthesis of the literature. Tampa, Florida. University of South Florida. FMHI Publication #231. Fox, L.K., Hemmeter, M.L. & Snyder, P. (2014). The Teaching Pyramid Observation Tool (TPOT™) for preschool classrooms: Research edition. Baltimore. Brookes. ISBN: Guide to the National Quality Standard (2012). ISBN:

38. References
Hemmeter, M.L., Ostrovsky, M. & Fox, L. (2006). Social emotional foundations for early learning: a conceptual model for intervention. School psychology review. 35: ISSN:
Kim, M.S., (2014). Doing social constructivist research means making empathic and aesthetic connections with participants. European Early Childhood Education Research Journal. 22:4, , DOI: / X
Mahoney, G. (2013). Assimilative practice and developmental intervention. International Journal of Early Childhood Special Education. 5:
Moore, T.G., (2014). Maximising both the efficacy and ‘take-up‘ of services: A framework for early childhood intervention service delivery. Paper delivered at the Early Childhood Intervention Association – Victorian Chapter ‘Best of’ ECIA National Conference, Melbourne, November 21st.
Prochaska, J.O. & DiClemente, C.C., (1982). Transtheoretical therapy: Toward an integrative model of change. Psychotherapy theory, research and practice. 19,
Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R. & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administrative policy and mental health. 38:65–76. DOI /s

39. Thankyou