Background
The Pyramid Model is an approach to promoting social-emotional development and preventing and addressing challenging behavior in early childhood settings. See the National Center on Pyramid Model Innovations (NCPMI) for more information.
People
Collaborators in this work include Ragan McLeod (University of Alabama), Kiersten Kinder (Vanderbilt University), Molly Milam (York College of Pennsylvania), Alana Schnitz (University of Kansas), and Mary Louise Hemmeter (Vanderbilt University).
Publications
Hardy, J. K., & Milam, M. E. (2020, December). Make new friends: Promoting friendship and belonging. Webinar for the Military Families Learning Network: Intentional Design: Promoting Positive Behavior Webinar Series.
Hardy, J. K., & Schnitz, A. G. (2020, September). Let’s work together: Building relationships with families to support positive behavior. Webinar for the Military Families Learning Network: Intentional Design: Promoting Positive Behavior Webinar Series.
Hardy, J. K., & Kinder, K. A. (2020, June). Creating space: Arranging environments to promote positive behavior. Webinar for the Military Families Learning Network: Intentional Design: Promoting Positive Behavior Webinar Series.
Hardy, J. K. (2020, March). Behavior basics: Laying the groundwork for positive change. Webinar for the Military Families Learning Network: Intentional Design: Promoting Positive Behavior Webinar Series.
Hardy, J. K., & McLeod, R. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95-107. https://doi.org/10.1177%2F1074295620915724
Hardy, J. K., Santos, R. M., & Doubet, S. (2021).
Creating classroom environments that support young children (pp. 39-48). In
M.L. Hemmeter, M.M. Ostrosky, and L. Fox (Eds.), Unpacking the Pyramid
Model: A practical guide for preschool teachers. Brookes.
Hardy, J. K., Hemmeter, M. L., Fox, L., & Ostrosky, M. (2021). Planning and implementing transitions in early childhood classrooms (pp. 61-70). In M.L. Hemmeter, M.M. Ostrosky, and L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers. Brookes.
Hemmeter, M. L., Snyder, P., Fox, L., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2020). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218. https://doi.org/10.1016/j.ecresq.2020.08.004
Hemmeter, M. L., Fox, L., Strain, P., Hardy, J. K., & Joseph, J. (2019). Designing and implementing Tier 2 instructional supports to promote social-emotional outcomes In J. J. Carta & R. M. Young (Eds.), Multi-tiered systems of support for young children: Driving change in early education, (pp. 131-152). Brookes.
Hemmeter, M. L., Fox, L., & Hardy, J. K. (2016). Supporting the implementation of tiered models of behavior support in early childhood settings. In B. R. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of early childhood special education, (pp. 247-265). Springer Publishing Company.
Schachner, A., Belodoff, K., Chen, W-B., Kutaka, T., Fikes, A., Ensign, K., Chow, K., Nguyen, J., & Hardy, J. (2016). Preventing Suspensions and Expulsions in Early Childhood Settings: An Administrator’s Guide to Supporting All Children’s Success. SRI International: Menlo Park, CA. Accessed from http://preventexpulsion.org
Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of training and coaching with performance feedback on teachers' use of Pyramid Model practices. Topics in Early Childhood Special Education, 35(3), 144-156.
Hardy, J. K., Brown, J., Skow, K., & the IRIS
Center. (2015). Early childhood behavior management. Retrieved on
December 13, 2015 from http://iris.peabody.vanderbilt.edu/case_studies/ECBM.pdf
The IRIS Center for Training Enhancements. (2014). Early Childhood Behavior Management: Developing and Teaching Rules. Retrieved on March 25, 2015 from http://iris.peabody.vanderbilt.edu/module/ecbm/
Schnitz, A. G., Hardy, J. K., Artman, K. M., & Hemmeter, M. L. (2013). Helping teachers implement the Pyramid Model using Practice-Based Coaching [Monograph]. Young Exceptional Children, 15, 95-110.