# data[].attributes.headline
Creating Family Belonging Together: A Reflection and Planning Guide

# data[].attributes.subject
Creating Family Belonging Together: A Reflection and Planning Guide

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Part guide and part planning tool, this resource, created in collaboration with the TIES Center, helps early childhood teams and families partner to build more inclusive programs and environments where every family feels a sense of belonging. Centered on the experiences of families, it outlines ten dimensions of belonging, offers prompts for shared reflection, and provides a planning tool to move from insight to action. Designed for practitioners, specialists, and program leaders supporting children and their families from birth to age eight, this tool can be used in family meetings, team discussions, and/or leadership planning to celebrate what's working, identify areas for growth, and plan next steps together in partnership with families.

# data[].attributes.attachment_link.title
Creating Family Belonging Together: A Reflection and Planning Guide for Teams and Families - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Part guide and part planning tool, this resource, created in collaboration with the TIES Center, helps early childhood teams and families partner to build more inclusive programs and environments where every family feels a sense of belonging. Centered on the experiences of families, it outlines ten dimensions of belonging, offers prompts for shared reflection, and ...

# data[].attributes.headline
Addressing Challenging Behavior in Everyday Routines

# data[].attributes.subject
Addressing Challenging Behavior in Everyday Routines

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.authors[].name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Teaching Tools: Addressing Challenging Behavior in Everyday Routines - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Sometimes you know the meaning of the behavior, but you’re unsure what to do. We have a wonderful guide that can assist you – Using Function-Informed Support to Address Challenging Behavior within Routines. Join this call to learn how to use the updated guide to develop and implement a support plan for children exhibiting behavior that challenges adults in ... Read more

# data[].attributes.headline
Universal Design for Supportive Conversations

# data[].attributes.subject
Universal Design for Supportive Conversations

# data[].attributes.headline
Head Start Visual on giving compliments to peers (and other visuals too!)

# data[].attributes.subject
Head Start Visual on giving compliments to peers (and other visuals too!)

# data[].attributes.attachment_link.description
Head Start Center for Inclusion COVID-19 Resources

# data[].attributes.attachment_link.description
Hands on kids activities for hands on moms. Focusing on kids activities perfect for toddlers and preschoolers.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Children's Book List (Titles Only) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
A printable version of the online children's book list with book titles only. For complete list with descriptions, see Children's Book List page.

# data[].attributes.headline
Teaching Emotions: Resources to Share with Families

# data[].attributes.subject
Teaching Emotions: Resources to Share with Families

# data[].attributes.headline
Pyramid Model @ USF Transition Strategies Playlist

# data[].attributes.subject
Pyramid Model @ USF Transition Strategies Playlist

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.readable_text
Many children with disabilities have strong visual skills, and visual supports can help take advantage of those strengths. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful participants in their lives. Use of these supports can also help reduce anxiety.

For more information, please contact our Visual Supports Specialist, Kathy Robinson.

Types of Visual Supports

Helping Your Child Understand and Communicate

Communication is a common problem in children who have autism and related disabilities. They often have difficulty understanding even the simplest spoken communication from others. Because of this they have problems knowing what is or isn't happening during their day and why changes occur in their routine. They may have difficulty switching from one activity to the next and understanding why they cannot do something they want to do at a particular time. For a child with disabilities even the simplest directions can come and go too quickly for them to process and understand. A visual support can really help them understand the message.

Visual supports such as those described by Hodgdon (1995, 1997), Quill (1995), Dalrymple (1995) and Roberson, Gravel, Valcante and Maurer (1992) are helping children who do not have conventional communication systems to become more able communication partners. The use of pictures to support our communication with persons who have impairments has been common for some time. Over 20 years ago, Robinson-Wilson (1977) demonstrated that sequenced pictures could help persons with disabilities to follow picture recipes based on previously published cookbooks.

Although the use of visual media has been shown to be effective for communicating with persons who have disabilities for some time, their use with persons who have autism has become very popular recently. This web site will help you to become more familiar with the uses and benefits of visual supports. For additional information, the works mentioned above are referenced at the end of this document.

Many children with disabilities have strong visual skills, and these strengths can be capitalized on with visual supports. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful participants in their lives.

References

Dalrymple, Nancy J. (1995). Environmental Supports to Develop Flexibility and Independence. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.

Hodgdon, L.Q. (1995). Solving social-behavioral problems through the use of visually supported communication. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.

Hodgdon, L.Q. (1997). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: QuirkRoberts Publishing.

Quill, K.A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10(3), 10-20.

Roberson, W.H., Gravel, J.S., Valcante, G.C., & Maurer, R.G. (1992). Using a picture task analysis to teach students with multiple disabilities. Teaching Exceptional Children, 24(4), 12-15.

Robinson-Wilson, M.A. (1977). Picture recipe cards as an approach to teaching severely and profoundly retarded adults to cook. Education and Training of the Mentally Retarded, 12, 69-73.

# data[].attributes.attachment_link.title
Visual Supports " Center for Autism and Related Disabilities " College of Medicine " University of Florida

# data[].attributes.attachment_link.description
Many children with disabilities have strong visual skills, and visual supports can help take advantage of those strengths. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful...

# data[].attributes.headline
Challenges and Solutions for Problem Solving Skills

# data[].attributes.subject
Challenges and Solutions for Problem Solving Skills

# data[].attributes.body
Helping our littles (and their parents!) with some movements that can be calming can help release some tension in the home

# data[].attributes.headline
USF Pyramid Model Practices Video Playlists

# data[].attributes.subject
USF Pyramid Model Practices Video Playlists

# data[].attributes.attachment_link.description
Program-Wide Positive Behavior Support (PWPBS) is an early childhood project housed at the University of South Florida and funded by the Children's Board of Hillsborough County. PWPBS provides training, technical assistance, and practice based coaching to early childhood professionals, early child care centers, and family child care homes.

# data[].attributes.attachment_link.keywords[]
"early childhood" "pyramid model" behavior social emotional equity inclusion disability childcare preschool prek infant toddler

# data[].attributes.attachment_link.description
The National Center for Pyramid Model Innovations (NCPMI) assists states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion.

# data[].attributes.attachment_link.title
CECMHC | Infant Toddler Temperament Tool (IT3)

# data[].attributes.attachment_link.readable_text
Prevent strategies are strategies you can use before challenging behavior occurs to decrease the likelihood of it happening. The strategies should be used often and throughout the day, especially before times when challenging behavior is more likely to occur.

Give Choices Playing with Your Child

Give Transition Warnings Frequent Positive Attention
Following Your Child's Lead
Visit the other sections to the right for more strategies and resources to support your young child with challenging behavior. See the Using Visual Schedules section for printable visual schedules you can use to support your child across the day and help prevent challenging behavior.

# data[].attributes.attachment_link.description
Prevent strategies are strategies you can use before challenging behavior occurs to decrease the likelihood of it happening. The strategies should be used often and throughout the day, especially before times when challenging behavior is more likely to occur. Give Choices ...

# data[].attributes.attachment_link.readable_text
Environment

Young children who have or are at risk for developmental delays/disabilities learn, play, and engage with adults and peers within a multitude of environments such as home, school, child care, and the neighborhood. Environmental practices refer to aspects of the space, materials (toys, books, etc.), equipment, routines, and activities that practitioners and families can intentionally alter to support each child's learning across developmental domains.

Ambiente

Los niños menores que tienen o corren el riesgo de tener retrasos en el desarrollo y/o discapacidades aprenden, juegan y participan con adultos y compañeros en numerosos ambientes como la casa, la escuela, el programa de cuidados de niños y el vecindario. Las prácticas relacionadas con el ambiente se refieren a aspectos del espacio, los materiales (juguetes, libros, etc.), los equipos, los procedimientos de rutina, y las actividades que los profesionales y los familiares pueden alterar intencionalmente para favorecer el aprendizaje de cada niño a través de los dominios del desarrollo.

Environment Checklists

Download this performance checklist:

This checklist includes practices for encouraging child physical activity using environmental arrangements and active child play opportunities as part of everyday learning.

The checklist items include a number of different practices adults can use to ensure indoor and outdoor spaces are arranged to maintain or improve fitness, wellness, and gross motor development as well as development in other areas.

The checklist indicators can be used by a practitioner to develop a plan to use the practices with a child(ren) or to promote a parent's use of the practices. The checklist rating scale can be used to do a self-evaluation to determine whether the different practice characteristics were part of using the practices with a child(ren) or promoting a parent's use of the practices.

Listas de verificación: Ambiente

Environment Practice Guides for Practitioners

Guías de práctica para el practicante: Ambiente

Environment Practice Guides for Families

Guías de práctica para la familia: Ambiente

# data[].attributes.attachment_link.description
Young children who have or are at risk for developmental delays/disabilities learn, play, and engage with adults and peers within a multitude of environments such as home, school, child care, and the neighborhood. Environmental practices refer to aspects of the space, materials (toys, books, etc.), equipment, routines, and activities that practitioners and families can intentionally alter to support each child's learning across developmental domains.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

# data[].attributes.attachment_link.title
Teacher's Guide: Building Relationships with Children - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Hot Buttons Activity - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This handout helps practitioners examine how challenging behavior impacts adult-child relationships.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This module focuses on the practices for establishing high-quality supportive classroom environments that promote social-emotional skill development and prevent challenging behavior. Practices related to schedules, routines, transitions, promoting engagement, expectations, and rules are addressed in the workshop.

Categories: Training Module

# data[].attributes.attachment_link.title
Preschool Module 2: High-Quality, Supportive Environments - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This module focuses on the practices for establishing high-quality supportive classroom environments that promote social-emotional skill development and prevent challenging behavior. Practices related to schedules, routines, transitions, promoting engagement, expectations, and rules are addressed in the workshop.

# data[].attributes.attachment_link.title
Preschool Module 1: Nurturing and Responsive Relationships - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Establishing nurturing and responsive relationships within a caring community is the foundation of the Pyramid Model. This training focuses on practices for building relationships with children, promoting relationships between children, relationships with families that affirm family culture and identity, and relationships with team members.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Pyramid Model Commitments Poster - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Poster displaying Pyramid Model commitments to equity, inclusion, belonging, and celebration of diversity.

# data[].attributes.headline
Exploring the Impact of Relationships and Environment on Behavior Training August 2023

# data[].attributes.subject
Exploring the Impact of Relationships and Environment on Behavior Training August 2023

# data[].attributes.attachment_link.readable_text
Visit Shubert at Home and School!

Practical, Hands-On Examples of Conscious Discipline Structures

Shubert's Home and School in Bug Valley offers practical, room-by-room examples of Conscious Discipline implementation. Discover tips, tools, videos and more that model how families, educators, administrators and helpers can put the principles and practices into action and bring safety, connection and problem solving to life.

# data[].attributes.attachment_link.description
Access over 300 free and premium digital resources including video, audio, printables, song lyrics, assessment rubrics and much more.

# data[].attributes.attachment_link.title
Kids Feelings and Emotions SONG Animation with A Little SPOT

# data[].attributes.attachment_link.title
Goodbye Song |  Kids Songs | Toddler Learning and Language | ET littles

# data[].attributes.headline
Deep breathing technique videos for kids

# data[].attributes.subject
Deep breathing technique videos for kids

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
This is from TPT but is free :)

# data[].attributes.attachment_link.description
Are you looking for a way to help foster functional play skills? Check out my pretend play visual cards. Included in this set are 4 pretend play cards: play kitchen, playdough, legos, and Mr. Potato Head. In addition, you will receive a set of guidelines that will help with set up and implementatio.…

# data[].attributes.headline
Book Nook and other social-emotional learning materials 

# data[].attributes.subject
Book Nook and other social-emotional learning materials 

# data[].attributes.body
Social stories, Book Nook, Feelings cards/chart/wheel, and other visuals

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Link to this accordion
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies, they are brief descriptive stories that provide information regarding a social situation. When children are given information that helps them understand the expectations of a situation, their problem behavior within that situation is reduced or minimized.
Link to this accordion
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books such as Big Al, Hands are Not for Hitting, On Monday When it Rained and My Many Colored Days. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting and fun music and movement activities to express emotions.

# data[].attributes.attachment_link.title
Practical Strategies - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
The Pyramid Model is comprised of practices that are implemented by teachers and families. Below are ideas, resources, and illustrations of strategies that might be used to implement Pyramid Model practices and promote young children's social and emotional competence in a classroom setting. Teaching Social-Emotional Skills Social-emotional skills can be categorized into four types: behavior ...

# data[].attributes.body
Module 2 handout (from training on 8/19/21)

# data[].attributes.headline
Head Start Visual on giving compliments to peers (and other visuals too!)

# data[].attributes.subject
Head Start Visual on giving compliments to peers (and other visuals too!)

# data[].attributes.attachment_link.description
Head Start Center for Inclusion COVID-19 Resources

# data[].attributes.attachment_link.title
Practical Strategies for Teaching Social Emotional Skills

# data[].attributes.headline
Inventory of social-emotional teaching practices

# data[].attributes.subject
Inventory of social-emotional teaching practices

# data[].attributes.headline
How to recognize and respond to big feelings 

# data[].attributes.subject
How to recognize and respond to big feelings 

# data[].attributes.body
This simple test helps identify implicit biases

# data[].attributes.attachment_link.readable_text
Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

Tonya R. Moon, Ph.D.
Chair, Institutional Review Board for the Social and Behavioral Sciences
One Morton Dr Suite 500
University of Virginia, P.O. Box 800392
Charlottesville, VA 22908-0392
Email: irbsbshelp@virginia.edu
Website: https://research.virginia.edu/irb-sbs
Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

# data[].attributes.attachment_link.description
On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

# data[].attributes.headline
Links to National ECE PBIS Resources & Research

# data[].attributes.subject
Links to National ECE PBIS Resources & Research

# data[].attributes.body
CSEFEL, TACSEI, Pyramid Model Consortium

# data[].attributes.attachment_link.title
Early Childhood Social Emotional Resources 

# data[].attributes.attachment_link.title
Why Is Implicit Bias Such an Important Issue?

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Link to this accordion
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies, they are brief descriptive stories that provide information regarding a social situation. When children are given information that helps them understand the expectations of a situation, their problem behavior within that situation is reduced or minimized.
Link to this accordion
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books such as Big Al, Hands are Not for Hitting, On Monday When it Rained and My Many Colored Days. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting and fun music and movement activities to express emotions.

# data[].attributes.attachment_link.title
Practical Strategies - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
The Pyramid Model is comprised of practices that are implemented by teachers and families. Below are ideas, resources, and illustrations of strategies that might be used to implement Pyramid Model practices and promote young children's social and emotional competence in a classroom setting. Teaching Social-Emotional Skills Social-emotional skills can be categorized into four types: behavior ...

# data[].attributes.body
Helping our littles (and their parents!) with some movements that can be calming can help release some tension in the home

# data[].attributes.body
Having visuals benefits everyone.  Remembering to help our little people through their big feelings in a way that supports their social emotional development is key.  An escalated adult cannot calm an escalated child.

# data[].attributes.body
Family Staycation Kit

# data[].attributes.attachment_link.title
Explaining the Brain to Children and Adolescents

# data[].attributes.headline
Tips for Helping Your Child During the Pandemic

# data[].attributes.subject
Tips for Helping Your Child During the Pandemic

# data[].attributes.body
Just like we have worked hard at setting clear behavior expectations at school, we need to work on setting these expectations at home as well.

# data[].attributes.headline
La tortuga Tucker toma tiempo para detenerse y pensar en casa

# data[].attributes.subject
La tortuga Tucker toma tiempo para detenerse y pensar en casa

# data[].attributes.body
Ayude a generalizar las habilidades que se han enseñado en la escuela al hogar utilizando este nuevo libro Tucker Turtle.

# data[].attributes.headline
Tucker Turtle Takes Time to Tuck and Think at Home

# data[].attributes.subject
Tucker Turtle Takes Time to Tuck and Think at Home

# data[].attributes.body
Help generalize skills that have been taught at school to the home setting using this new Tucker Turtle book.

# data[].attributes.body
How to play with children does not always come naturally to adults.  This visual can help families support development and become actively engaged by understanding how to play with their child.
http://csefel.vanderbilt.edu/documents/make_the_most_of_playtime2.pdf

# data[].attributes.body
Just as we are working on this in the school setting, we can support caregivers in preventing challenging behavior through use of frequent positive attention, remembering the 8 positives for every 1 negative rule.  I usually start with families by trying to get them to recognize it and do a 1:1 ratio as 8:1 can seem very overwhelming to start.
http://fbs.vkcsites.org/wp-content/uploads/2018/08/frequent-positive-attention.pdf

# data[].attributes.body
Sharing this visual with families can help them develop better skills for managing challenging behavior at home
http://fbs.vkcsites.org/wp-content/uploads/2018/09/help-once-calm.pdf

# data[].attributes.body
Brain Anatomy and Stress Response

# data[].attributes.body
These are ideas that we came up with during the CLT for examples of how CHILDREN are using the expectations. Please review and add your suggestions!

# data[].attributes.headline
Pennsylvania Program Wide Positive Behavior Intervention and Supports (PW-PBIS)

# data[].attributes.subject
Pennsylvania Program Wide Positive Behavior Intervention and Supports (PW-PBIS)

# data[].attributes.body
http://www.papbs.org/ProgramwidePBIS.aspx

# data[].attributes.body
This video discusses where we are now and how to move forward

# data[].attributes.attachment_link.title
Pre K Expulsion  - Where are we and where do we need to go

# data[].attributes.body
https://www.pbisrewards.com/blog/debunking-top-ten-pbis-myths/

# data[].attributes.body
https://www.teacherspayteachers.com/Product/Rules-of-the-Classroom-Be-Responsible-Be-Respectful-and-Be-Safe-Posters-3177516

# data[].attributes.body
Pyramid Model Overview
https://m.youtube.com/watch?v=A_byPfNPkKM

# data[].attributes.body
Pennsylvania Positive Behavior Support resources for in the home

http://www.eita-pa.org/sedevelopment/behavior-behavior-projects-in-pa/

# data[].attributes.body
Linda Boyle’s Video- how PBIS made teachers rediscover love for teaching
https://m.youtube.com/watch?v=bPVgEzMYQho