Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. 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. 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. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children's Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. Dr Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations. Dr Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.

Unpacking the Pyramid Model is a clear and comprehensive roadmap for implementing the Pyramid Model. Hemmeter, Ostrosky, and Fox and an all-star cast have distilled a wide array of research-based Pyramid practices into a guide that will be helpful for brand-new teachers and veteran early educators alike. Every teacher of young children should have this book and learn from the experts."—Judith Carta, Ph.D., Senior Scientist and Professor, Juniper Gardens Children’s Project, University of Kansas"We’ve been waiting for this book and now it’s here! Unpacking the Pyramid Model is an invaluable resource for anyone in the field of early care and education. It’s evidence-based. It’s feasible. And the authors have struck an inspirational tone. Students and practicing teachers will want to try out these strategies in their own classrooms. I’m excited to recommend this book."—Susan Sandall, Ph.D., Professor Emeritus, University of Washington

• About the DownloadsAbout the EditorsAbout the ContributorsAcknowledgements Introduction1   Overview of the Pyramid Model —Lise Fox, Mary Louise Hemmeter, Michaelene M. Ostrosky, & Robert M. Corso2   Creating Connections with Children —Kathleen Artman-Meeker, Amy Hunter, & Tweety Yates3   Promoting Positive Child Outcomes through Family Partnerships —Jaclyn D. Joseph, Meghan von der Embse, & Alana G. Schnitz4   Recognizing the Value of Positive Relationships with Colleagues —Kiersten A. Kinder, Amanda C. Quesenberry, & Gregory A. Cheatham5   Classroom Environments —Jessica K. Hardy, Rosa Milagros Santos, & Sharon L. Doubet6   Schedules and Routines —Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain7   Designing and Implementing Transitions in Early Childhood Classrooms —Jessica K. Hardy, Mary Louise Hemmeter, Lise Fox, & Michaelene M. Ostrosky8   Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules —Denise Perez Binder, Rochelle Lentini, & Elizabeth A. Steed9   Promoting Children’s Engagement —Ronald Roybal, Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain10   Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children —Erin E. Barton, Angel Fettig, Elizabeth Pokorski, & Shawna Harbin11   Using Positive Descriptive Feedback to Improve Children’s Behavior —Maureen A. Conroy & Kevin S. Sutherland12   Creating a Culture of Friendship: Friendship Skills and Strategies for Teaching Them —Lori E. Meyer, Molly E. Milam, & Michaelene M. Ostrosky13   Teaching Children to Problem Solve —Adrienne Golden, Abby L. Taylor, Jarrah Korba, & Mary Louise Hemmeter14   Supporting Emotional Literacy —Gail E. Joseph, Tweety Yates, & Michaelene M. Ostrosky15   Problem Solving Challenging Behavior —Kathleen Artman-Meeker, Erin E. Barton, Phillip Strain, & Mary Louise Hemmeter16   Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior —Lise Fox, Glen Dunlap, & Jolenea Ferro17   Implementing Pyramid Model Practices to Make a Difference for Children —Patricia Snyder, Crystal Bishop, Darbianne Shannon, & Tara McLaughlin

Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. 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. 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. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children's Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. Dr Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations. Dr Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.

Unpacking the Pyramid Model is a clear and comprehensive roadmap for implementing the Pyramid Model. Hemmeter, Ostrosky, and Fox and an all-star cast have distilled a wide array of research-based Pyramid practices into a guide that will be helpful for brand-new teachers and veteran early educators alike. Every teacher of young children should have this book and learn from the experts."—Judith Carta, Ph.D., Senior Scientist and Professor, Juniper Gardens Children’s Project, University of Kansas"We’ve been waiting for this book and now it’s here! Unpacking the Pyramid Model is an invaluable resource for anyone in the field of early care and education. It’s evidence-based. It’s feasible. And the authors have struck an inspirational tone. Students and practicing teachers will want to try out these strategies in their own classrooms. I’m excited to recommend this book."—Susan Sandall, Ph.D., Professor Emeritus, University of Washington

• About the DownloadsAbout the EditorsAbout the ContributorsAcknowledgements Introduction1   Overview of the Pyramid Model —Lise Fox, Mary Louise Hemmeter, Michaelene M. Ostrosky, & Robert M. Corso2   Creating Connections with Children —Kathleen Artman-Meeker, Amy Hunter, & Tweety Yates3   Promoting Positive Child Outcomes through Family Partnerships —Jaclyn D. Joseph, Meghan von der Embse, & Alana G. Schnitz4   Recognizing the Value of Positive Relationships with Colleagues —Kiersten A. Kinder, Amanda C. Quesenberry, & Gregory A. Cheatham5   Classroom Environments —Jessica K. Hardy, Rosa Milagros Santos, & Sharon L. Doubet6   Schedules and Routines —Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain7   Designing and Implementing Transitions in Early Childhood Classrooms —Jessica K. Hardy, Mary Louise Hemmeter, Lise Fox, & Michaelene M. Ostrosky8   Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules —Denise Perez Binder, Rochelle Lentini, & Elizabeth A. Steed9   Promoting Children’s Engagement —Ronald Roybal, Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain10   Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children —Erin E. Barton, Angel Fettig, Elizabeth Pokorski, & Shawna Harbin11   Using Positive Descriptive Feedback to Improve Children’s Behavior —Maureen A. Conroy & Kevin S. Sutherland12   Creating a Culture of Friendship: Friendship Skills and Strategies for Teaching Them —Lori E. Meyer, Molly E. Milam, & Michaelene M. Ostrosky13   Teaching Children to Problem Solve —Adrienne Golden, Abby L. Taylor, Jarrah Korba, & Mary Louise Hemmeter14   Supporting Emotional Literacy —Gail E. Joseph, Tweety Yates, & Michaelene M. Ostrosky15   Problem Solving Challenging Behavior —Kathleen Artman-Meeker, Erin E. Barton, Phillip Strain, & Mary Louise Hemmeter16   Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior —Lise Fox, Glen Dunlap, & Jolenea Ferro17   Implementing Pyramid Model Practices to Make a Difference for Children —Patricia Snyder, Crystal Bishop, Darbianne Shannon, & Tara McLaughlin

Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. 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. 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. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children's Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. Dr Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations. Dr Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.

Unpacking the Pyramid Model is a clear and comprehensive roadmap for implementing the Pyramid Model. Hemmeter, Ostrosky, and Fox and an all-star cast have distilled a wide array of research-based Pyramid practices into a guide that will be helpful for brand-new teachers and veteran early educators alike. Every teacher of young children should have this book and learn from the experts."—Judith Carta, Ph.D., Senior Scientist and Professor, Juniper Gardens Children’s Project, University of Kansas"We’ve been waiting for this book and now it’s here! Unpacking the Pyramid Model is an invaluable resource for anyone in the field of early care and education. It’s evidence-based. It’s feasible. And the authors have struck an inspirational tone. Students and practicing teachers will want to try out these strategies in their own classrooms. I’m excited to recommend this book."—Susan Sandall, Ph.D., Professor Emeritus, University of Washington

• About the DownloadsAbout the EditorsAbout the ContributorsAcknowledgements Introduction1   Overview of the Pyramid Model —Lise Fox, Mary Louise Hemmeter, Michaelene M. Ostrosky, & Robert M. Corso2   Creating Connections with Children —Kathleen Artman-Meeker, Amy Hunter, & Tweety Yates3   Promoting Positive Child Outcomes through Family Partnerships —Jaclyn D. Joseph, Meghan von der Embse, & Alana G. Schnitz4   Recognizing the Value of Positive Relationships with Colleagues —Kiersten A. Kinder, Amanda C. Quesenberry, & Gregory A. Cheatham5   Classroom Environments —Jessica K. Hardy, Rosa Milagros Santos, & Sharon L. Doubet6   Schedules and Routines —Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain7   Designing and Implementing Transitions in Early Childhood Classrooms —Jessica K. Hardy, Mary Louise Hemmeter, Lise Fox, & Michaelene M. Ostrosky8   Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules —Denise Perez Binder, Rochelle Lentini, & Elizabeth A. Steed9   Promoting Children’s Engagement —Ronald Roybal, Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain10   Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children —Erin E. Barton, Angel Fettig, Elizabeth Pokorski, & Shawna Harbin11   Using Positive Descriptive Feedback to Improve Children’s Behavior —Maureen A. Conroy & Kevin S. Sutherland12   Creating a Culture of Friendship: Friendship Skills and Strategies for Teaching Them —Lori E. Meyer, Molly E. Milam, & Michaelene M. Ostrosky13   Teaching Children to Problem Solve —Adrienne Golden, Abby L. Taylor, Jarrah Korba, & Mary Louise Hemmeter14   Supporting Emotional Literacy —Gail E. Joseph, Tweety Yates, & Michaelene M. Ostrosky15   Problem Solving Challenging Behavior —Kathleen Artman-Meeker, Erin E. Barton, Phillip Strain, & Mary Louise Hemmeter16   Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior —Lise Fox, Glen Dunlap, & Jolenea Ferro17   Implementing Pyramid Model Practices to Make a Difference for Children —Patricia Snyder, Crystal Bishop, Darbianne Shannon, & Tara McLaughlin