Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention
Layering live coaching onto Pyramid Model training lifts teacher skill and cuts child problem behavior in preschool classrooms.
01Research in Context
What this study did
Rakap and team worked with three preschool classrooms. They wanted to see if extra coaching would help teachers use Pyramid Model practices.
First the teachers got a short training. Then a coach visited each room and gave live tips. The researchers watched teacher skills grow across several weeks.
What they found
Training plus coaching pushed teacher skills up. As teachers used more Pyramid steps, child problem behavior dropped. The pattern held in all three rooms.
How this fits with other research
Andzik et al. (2020) and Sawyer et al. (2017) also used BST with teachers, but they stopped after the first workshop. Rakap adds coaching and shows the boost lasts in real classrooms.
Koegel et al. (2014) used the same multi-baseline design with school staff. They trained aides, not teachers, and aimed at recess play, not class-wide social plans. The method travels across roles.
Lee et al. (2022) cut preschool problem behavior too, yet they taught parents online. Rakap shows teachers can get the same drop with in-person coaching. The two studies do not clash; they just take different paths to the same goal.
Why it matters
You no longer need to choose between a one-off workshop and pulling kids out for therapy. Add brief coaching to Pyramid training and you get better teaching plus calmer rooms. Try it on Monday: after you model a Pyramid practice, stay five minutes, watch, and give one quick correction. Your teachers will use the skill more often and you will see fewer call-outs and tears.
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02At a glance
03Original abstract
Abstract The social-emotional development of young children has been shown to have a significant impact on their long-term success in life. The Pyramid Model is a widely recognized framework that preschool teachers can use to support socio-emotional development. The present study investigated the effects of a professional development program, including teacher training and coaching, on preschool teachers' utilization of social-emotional teaching practices associated with the Pyramid Model. Three preschool teachers and three children participated in this study, which employed a multiple baseline across behaviors design, implemented across participants. The combined training and coaching intervention had a positive impact on all participating teachers' implementation of social-emotional teaching practices. Moreover, the study established a clear correlation between increased implementation of these practices and a gradual reduction in challenging behaviors displayed by the children. The participating teachers expressed high acceptability and perceived relevance of the professional development intervention and Pyramid Model practices. The study contributes to the existing literature on supporting social-emotional development in early childhood settings and highlights the potential of professional development interventions to enhance teacher practices. Recommendations for future research and implications for practice are discussed.
Journal of Behavioral Education, 2025 · doi:10.1007/s10864-024-09551-x