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Early Childhood Teachers' Use of Pyramid Model Practices

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Title: Early Childhood Teachers' Use of Pyramid Model Practices
Language: English
Authors: Charis L. Wahman (ORCID 0000-0003-0809-7882), Elizabeth A. Ste (ORCID 0000-0002-6886-9066), Nancy Leech
Source: Journal of Early Intervention. 2026 48(1):41-55.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Grade 1
Primary Education
Grade 2
Grade 3
Kindergarten
Descriptors: Early Childhood Teachers, Multi Tiered Systems of Support, Social Emotional Learning, Preschool Education, Grade 1, Grade 2, Grade 3, Prevention, Intervention, Educational Practices, Grade Level Differences, Individualized Education Programs, Positive Behavior Supports, Students with Disabilities, Kindergarten
DOI: 10.1177/10538151251338054
ISSN: 1053-8151
2154-3992
Abstract: Positive Behavioral Interventions and Supports (PBIS) and the Pyramid Model are tiered frameworks of recommended prevention, teaching, and intervention practices used to promote children's social emotional development and behavioral health. The present study reports results from a survey of 155 early childhood teachers in preschool through third-grade classrooms regarding their use of specific practices associated with social emotional multi-tiered systems of support (MTSS). We found that teachers across grade levels used primary prevention practices most often but with little adaptation or linguistic support for dual-language learners. Some secondary-tier social emotional teaching practices were utilized while other aspects of social emotional instruction were infrequently implemented. Teachers rarely used individualized behavioral supports for children with interfering behavior. A few significant differences were identified for classrooms with high percentages of children with Individualized Education Programs and by grade level. Findings are discussed in the context of persistent gaps in early childhood teachers' use of recommended practices to support children's social emotional competence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497008
Database: ERIC
FullText Text:
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  Data: Early Childhood Teachers' Use of Pyramid Model Practices
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Charis+L%2E+Wahman%22">Charis L. Wahman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0809-7882">0000-0003-0809-7882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+A%2E+Ste%22">Elizabeth A. Ste</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6886-9066">0000-0002-6886-9066</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nancy+Leech%22">Nancy Leech</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. 2026 48(1):41-55.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 15
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: 10.1177/10538151251338054
– Name: ISSN
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  Data: 1053-8151<br />2154-3992
– Name: Abstract
  Label: Abstract
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  Data: Positive Behavioral Interventions and Supports (PBIS) and the Pyramid Model are tiered frameworks of recommended prevention, teaching, and intervention practices used to promote children's social emotional development and behavioral health. The present study reports results from a survey of 155 early childhood teachers in preschool through third-grade classrooms regarding their use of specific practices associated with social emotional multi-tiered systems of support (MTSS). We found that teachers across grade levels used primary prevention practices most often but with little adaptation or linguistic support for dual-language learners. Some secondary-tier social emotional teaching practices were utilized while other aspects of social emotional instruction were infrequently implemented. Teachers rarely used individualized behavioral supports for children with interfering behavior. A few significant differences were identified for classrooms with high percentages of children with Individualized Education Programs and by grade level. Findings are discussed in the context of persistent gaps in early childhood teachers' use of recommended practices to support children's social emotional competence.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1497008
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    Identifiers:
      – Type: doi
        Value: 10.1177/10538151251338054
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 41
    Subjects:
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Grade Level Differences
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: Positive Behavior Supports
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Kindergarten
        Type: general
    Titles:
      – TitleFull: Early Childhood Teachers' Use of Pyramid Model Practices
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          Name:
            NameFull: Charis L. Wahman
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          Name:
            NameFull: Elizabeth A. Ste
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            NameFull: Nancy Leech
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              Type: published
              Y: 2026
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              Value: 1053-8151
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              Value: 2154-3992
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              Value: 48
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            – TitleFull: Journal of Early Intervention
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