Katherine Koh- Group B

The intervention:

The Teaching Pyramid is a “promotion, prevention, and intervention model”. (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003), It represents a three-tiered model that focuses on children's social-emotional development as well as to practice strategies in dealing with children's challenging behavior; especially those with special needs.
The consistent aim of the Teaching Pyramid model is to support children's social-emotional development and to decrease the tendencies of challenging behaviors. This intervention model provides good support for behavioral management as well as the instructional practices that encompasses a) effective instruction for children (b) strategies to enhance children’s social-emotional development (c) implementing personalized positive behavior support for children with the most severe behavior challenges.
The Teaching Pyramid model focuses on the child’s strengths. It is designed (a) to be adopted in settings where children spend their time in, (b) is based on developing children’s social-emotional competence, (c) focuses on bridging good relationships with families so as to support the child, and (d) involves the main caregivers of the child to build on the viability of the approach.(Power, 2003). Furthermore, the teaching pyramid constitutes of 4 major levels:

1. Establish good relationships with children, families and co-workers: A universal approach that applies to all in the early childhood setting.
2. Design a learning environment that engages and supports children.
3. Teaching emotional and social skills: Involves secondary interventions to specifically address the behavioral problems of children at risk.
4. Develop personalized interventions for children with more severe and challenging behavioral problems.

Effectiveness:

This three-tiered intervention model helped to establish progressive results of the child, family, and program levels. Children are more engaged when there are lesser changes in routine; when expectations are clearly communicated across as well as the teacher’s role in giving clear instructions and feedback to the children. Along with an engaging and interactive environment, the tendencies for children to feel agitated and exhibit problem behaviors will lessen. In the first two levels of the Teaching Pyramid, modeling and equipping the child with positive social skills, the child will then be able to establish more positive relationships with his or her peer. This will also encompass understanding and acceptance amongst peers in a diverse classroom. In the third level of the teaching pyramid, the process of managing oneself will bring about positive changes in the way the child behaves. In the last level of the Teaching Pyramid, the teaching replacement skills that is being practiced brings about affirmative behavioral changes depending on the efficiency with which a replacement skill is taught, the consistency with which training is implemented, and the length of time the child has engaged in the challenging behavior This multi-tiered model has the potential to enhance young children's social-emotional competence and decrease the occurrences of challenging behavior. In addition, positive family and program outcomes support a multitiered model that has breadth and depth in meeting a range of individual needs.

Personal evaluation on how the child will benefit from this intervention

I believe that the Teaching Pyramid benefits children, especially one with special needs. As Anne has facial deformities from young, her self-esteem is quite low. Especially when her friends tease her, this model helps Anne to know the appropriate social responses to the situation. Another aspect of this model emphasizes on the importance of an engaging environment. I feel that when the environment is non-threatening, inclusive and interactive, it will open up many more opportunities for independent learning and peer interaction. This will in turn foster stronger bonds between the children in the class; and thus work towards an inclusive environment.

Suggestions

I believe that the intervention strategies in this model is best done using hands-on materials and direct experiences. For example in level 3 of the Teaching Pyramid, i would use role-play to model the right social responses for Anne. In level 2 of the teaching pyramid, I would suggest the teacher to set up learning centers that promotes learning of the six different curriculum areas. As such, Anne will have ample opportunities to interact and learn together with her peers. This will create a more inclusive atmosphere for Anne. The learning centers can focus on hands-on activities from multiple intelligences, thus even though Anne has mild speech problems, she can still explore and learn just like her peers

References:
Hemmeter, M.L., Ostrosky, M., Fox, L. (2006). Social and emotional foundations for early learning: a conceptual model for intervention. Volume 35, Number 4. Retrieved 5 September 2009, from EBSCOHost website: http://web.ebscohost.com.libwww3.np.edu.sg/ehost/detail?vid=1&hid=3&sid=019fd66c-4fdb-4455-a8ff-77e98f8badf2%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=23852639