The Pyramid Plus Center

Barton E. E. Smith B. J. (2015). Advancing high-quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35, 69-78.

Blase K. (2009). Technical assistance to promote service and system change: Roadmap to effective intervention practices #4. Tampa: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/roadmap_4.pdf

Brennan L. M. Shaw D. S. Dishion T. J. Wilson M. (2012). Longitudinal predictors of school-age academic achievement: Unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity. Journal of Abnormal Child Psychology, 40, 1289-1300.

Carta J. (2009). The Pyramid Infant-Toddler Observation Scale (TPITOS). Lawrence, KS: Technical Assistance Center on Social Emotional Interventions.

Christakes N. A. Fowler J. H. (2011). Connected: The surprising power of our social networks. Boston, MA: Little Brown.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Division for Early Childhood of the Council for Exceptional Children & National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Retrieved from http://www.naeyc.org/positionstatements/

Dunlap G. Fox L. (2015). The Pyramid Model: PBS in early childhood programs and its relation to school-wide PBS. Pyramid Model Consortium. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/PBS%20and%20Pyramid%20Model.pdf

Fixsen D. L. Naoom S. F. Blase K. A. Friedman R. M. Wallace F. (2005). Implementation research: A synthesis of the literature (Louis de la Parte Florida Mental Health Institute Publication # 231). Tampas: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

Fowler-Beckel L. Levy-Conti R. Stein A. Wasser J. Wilson K. Hallett G. . . .Strain P. (2011). Pyramid plus coach certification handbook. Unpublished document, Pyramid Plus: Colorado Center for Social Emotional Competence and Inclusion, School of Education and Human Development: University of Colorado Denver.

Fowler-Beckel L. Wasser J. Levy-Conti R. Hallett G. Carroll J. Smith B. J. Strain P. (2011). Pyramid plus trainer certification handbook. Unpublished document, Pyramid Plus: Colorado Center for Social Emotional Competence and Inclusion, School of Education and Human Development: University of Colorado Denver.

Fox L. Hemmeter M. L. Jack S. (2010). Early childhood program-wide PBS benchmarks of quality. Tampa, FL: Technical Assistance Center on Social Emotional Interventions.

Frey A. J. Small J. W. Lee J. Walker H. M. Seeley J. R. Feil E. G. Golly A. (2015). Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers, and families. Early Childhood Research Quarterly, 30, 1-11.

Gilliam W. S. (2005). Pre-kindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.

Hemmeter M. L. Corso R. Cheatham G. (2006, February). A national survey of early childhood educators: Training needs and strategies. Paper presented at the Conference on Research Innovations in Early Intervention, San Diego, CA.

Hemmeter M. L. Fox L. Snyder P. (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In Buysse V. Peisner-Feinberg E. (Eds.), Handbook of response to intervention in early childhood (pp. 85-101). Baltimore, MD: Brookes.

Hemmeter M. L. Fox L. Snyder P. (2015). Teaching pyramid observation tool for preschool classrooms (TPOT™). Baltimore, MD: Paul H. Brookes.

Hemmeter M. L. Snyder P. A. Fox L. Algina J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education. Advanced online publication. doi:10.1177/0271121416653386

Hoover S. D. Kubicek L. F. Rosenberg C R. Zundel C. Rosenberg S. A. (2012). Influence of behavioral concerns and early childhood expulsions on the development of early childhood mental health consultation in Colorado. Infant Mental Health Journal, 33, 246-255.

Justice L. M. Logan J. R. Lin T. Kaderavek J. N. (2014). Peer effects in early childhood education: Testing the assumptions of special-education inclusion. Psychological Science, 25, 1722-1729.

Metz A. Bartley L. (2012). Active implementation frameworks for program success: How to use implementation science to improve outcomes for children. Zero to Three Journal, 32, 11-18.

Musgrove M. (2012). OSEP dear colleague letter on preschool (LRE). Washington, DC: U.S. Department of Education. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschoollre22912.pdf

Odom S. L. Buysse V. Soukakou E. (2011). Inclusion for young children with disabilities a quarter century of research perspectives. Journal of Early Intervention, 33, 344-356.

Poulou M. S. (2015). Emotional and behavioural difficulties in preschool. Journal of Child and Family Studies, 24, 225-236.

Pyramid Plus Center. (2015). Pyramid plus: The Colorado center for social emotional competence and inclusion 2014-2015 Annual Report. Denver: University of Colorado Denver.

Smith B. J. Dunlap G. Blasé K. (2013). Implementing the Pyramid Model state-wide: State benchmarks of quality. Tampa, FL: Technical Assistance Center on Social Emotional Interventions.

Squires J. Bricker D. D. Twombly E. (2015). Ages & Stages Questionnaire: Social Emotional-2 user’s guide. Baltimore, MD: Brookes Publishing.

Strain P. S. Bovey E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31, 133-154.

U.S. Department of Education and U.S. Department of Health and Human Services. (2015). Policy statement on expulsion and suspension policies in early childhood settings. Retrieved from http://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions-suspensions.pdf

U.S. Department of Education Office for Civil Rights. (2014, March). Civil rights data collection: Data snapshot (School Discipline). Retrieved from https://www2.ed.gov/about/offices/list/ocr/whatsnew.html#2014

U.S. Department of Health and Human Services and U.S. Department of Education. (2015, September 14). Policy statement on the inclusion of children with disabilities in early childhood programs. Retrieved from http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

Vinh M. Strain P. Davidon S. Smith B. J. (2016). One state’s systems change efforts to reduce child care expulsion: Taking the Pyramid Model to scale. Topics in Early Childhood Special Education. Advanced online publication. doi:10.1177/0271121415626130

Wasser J. Barton E. E. Hallett G. Smith B. J. Wilson K. Fowler-Beckel L. . . . English Waldbaum A. (2011). Pyramid plus approach training curriculum. Unpublished document. Pyramid Plus: Colorado Center for Social Emotional Competence and Inclusion, School of Education and Human Development: University of Colorado Denver.