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Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention.

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Title: Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention.
Authors: Rakap, Salih (AUTHOR), Balikci, Serife (AUTHOR)
Source: Journal of Behavioral Education. Dec2025, Vol. 34 Issue 4, p816-842. 27p.
Subjects: Preschool teachers, Social emotional learning, Child behavior, Professional education, Mentoring, Effective teaching, Early childhood education, Social development
Abstract: The social-emotional development of young children has been shown to have a significant impact on their long-term success in life. The Pyramid Model is a widely recognized framework that preschool teachers can use to support socio-emotional development. The present study investigated the effects of a professional development program, including teacher training and coaching, on preschool teachers' utilization of social-emotional teaching practices associated with the Pyramid Model. Three preschool teachers and three children participated in this study, which employed a multiple baseline across behaviors design, implemented across participants. The combined training and coaching intervention had a positive impact on all participating teachers' implementation of social-emotional teaching practices. Moreover, the study established a clear correlation between increased implementation of these practices and a gradual reduction in challenging behaviors displayed by the children. The participating teachers expressed high acceptability and perceived relevance of the professional development intervention and Pyramid Model practices. The study contributes to the existing literature on supporting social-emotional development in early childhood settings and highlights the potential of professional development interventions to enhance teacher practices. Recommendations for future research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Rakap%2C+Salih%22">Rakap, Salih</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Balikci%2C+Serife%22">Balikci, Serife</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2025, Vol. 34 Issue 4, p816-842. 27p.
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  Data: <searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink>
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  Data: The social-emotional development of young children has been shown to have a significant impact on their long-term success in life. The Pyramid Model is a widely recognized framework that preschool teachers can use to support socio-emotional development. The present study investigated the effects of a professional development program, including teacher training and coaching, on preschool teachers' utilization of social-emotional teaching practices associated with the Pyramid Model. Three preschool teachers and three children participated in this study, which employed a multiple baseline across behaviors design, implemented across participants. The combined training and coaching intervention had a positive impact on all participating teachers' implementation of social-emotional teaching practices. Moreover, the study established a clear correlation between increased implementation of these practices and a gradual reduction in challenging behaviors displayed by the children. The participating teachers expressed high acceptability and perceived relevance of the professional development intervention and Pyramid Model practices. The study contributes to the existing literature on supporting social-emotional development in early childhood settings and highlights the potential of professional development interventions to enhance teacher practices. Recommendations for future research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09551-x
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      – Code: eng
        Text: English
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      – SubjectFull: Preschool teachers
        Type: general
      – SubjectFull: Social emotional learning
        Type: general
      – SubjectFull: Child behavior
        Type: general
      – SubjectFull: Professional education
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      – SubjectFull: Mentoring
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      – SubjectFull: Effective teaching
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      – SubjectFull: Early childhood education
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      – SubjectFull: Social development
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      – TitleFull: Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention.
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            – D: 01
              M: 12
              Text: Dec2025
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