The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

By L. Fox, G. Dunlap, M. Hemmeter, Gail E. Joseph, P. Strain. 2003

400 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/9eb585e2ce269f4672f1e365d0503508d59a30f9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. L. Fox
2. M. Hemmeter
3. Patricia A. Snyder
4. G. Dunlap
5. R. Horner
6. James Algina
7. J. Squires
8. Elizabeth Benedict

In Education

1. L. Fox
2. M. Hemmeter
3. Patricia A. Snyder
4. G. Dunlap
5. James Algina
6. J. Carta
7. R. Horner
8. P. Strain

In Information Systems

1. L. Fox
2. M. Hemmeter

Citations in the corpus

• Response to Intervention and the Pyramid Model (2009, background): “The Pyramid Model (Fox et al., 2003) is a multitiered model of prevention and intervention for healthy socialemotional development and the prevention of challenging behaviors.”
• Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers (2006, background): “In this article, the authors discuss what is known about challenging behaviors in the repertoires of toddlers and preschoolers, and present a model of prevention and intervention.”
• Function-Based Interventions for Children With Challenging Behavior (2011, background): “Multiple publications and training materials have provided guidance on the implementation of the model (Fox, Carta, Strain, Dunlap, & Hemmeter, 2010; Fox et al., 2003; Fox & Hemmeter, 2009; Hemmeter, Fox, Jack, Broyles, & Doubet, 2007; Hemmeter, Ostrosky, et al., 2006; Hunter & Hemmeter, 2009), and…”
• Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “In early childhood classrooms, these programs may involve small-group activities using commercially available curricula, peer or “buddy” programs, or teacher-implemented strategies that are used throughout the day (e.g., supporting several children’s use of selfregulation strategies during transitio”
• Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, methodology): “The Pyramid Model for Promoting Young Children’s SocialEmotional Competence (Fox et al., 2003; Hemmeter et al., 2006) is a framework for organizing research-based practices for use in early childhood classrooms to promote social-emotional competence and prevent and address children’s challenging beh”