Using the Teaching Pyramid Observation Tool (TPOT) to Support Implementation of Social–Emotional Teaching Practices
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- Type
- article
- Published
- 2018-09-01
- Cited by
- 34
- References
- 45
- OpenAlex
- https://openalex.org/W2779768710
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:149123216
Keywords
Fidelity, Psychological intervention, Competence (human resources), Psychology, Social competence
References
- Effects of Choice-Making Opportunities on the Behavior of Students with Emotional and Behavioral Disorders
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- Dec Recommended Practices in Early Intervention/Early Childhood Special Education
- From Neurons to Neighborhoods: The Science of Early Childhood Development
- Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
- Trajectories of Internalizing and Externalizing Behavior Problems in Children with Developmental Disabilities
- Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
- Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback
- A social-emotional intervention for at-risk 4-year-olds
- Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
- Function-Based Interventions for Children With Challenging Behavior
- Preschool Behavior Problems in Classroom Learning Situations and Literacy Outcomes in Kindergarten and First Grade.
- Response to Intervention and the Pyramid Model
- Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength
- Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.
- An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments
- Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes
- Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
Cited by
- Serving the Needs of Young Children with Social, Emotional, and Behavioral Needs: A Commentary
- Individualised Professional Development Using the Pyramid Model in an Urban Head Start Programme
- Utilizing the RE-AIM framework to determine effectiveness of a preschool intervention program on social-emotional outcomes.
- Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices
- Parenting as a Mediator of Associations between Depression in Mothers and Children’s Functioning: A Systematic Review and Meta-Analysis
- Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
- Okul Öncesi Öğretmenlerinin Çocuklardaki Problem Davranışı Belirleme ve Davranışa Müdahale Stratejileri
- Promoting Children’s Social-Emotional Learning Through Early Education: Piloting the Pyramid Model in Victorian Preschools
- Development and Validation of a Questionnaire to Measure Chinese Preschool Teachers’ Implementation of Social-Emotional Practices
- Examining the relationships between data-guided innovations and pre-k students' social-emotional development.
- Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings
- Using the Teaching Pyramid Observation Tool to Support Professional Development Experiences in Public 4 K Settings
- Küçük Çocukların Sosyal-Duygusal Gelişiminin Desteklenmesinde Piramit Modeli
- First do no harm: How teachers support or undermine children's self-regulation
- A Systematic Review of Early Childhood Exclusionary Discipline
- Rhythm and Movement Delivered by Teachers Supports Self-Regulation Skills of Preschool-Aged Children in Disadvantaged Communities: A clustered RCT
- Music aesthetic teaching and emotional visualization under emotional teaching theory and deep learning
- A unidimensional model of emotion-focused teaching in early childhood
- Infusing the Pyramid Model into Pre-Service Teacher Preparation Programs
- Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention
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