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EARLY EDUCATORS REPORT that one of their biggest challenges is supporting young children who have problem behavior beyond what might be expected (Buscemi et al. 1995; Hemmeter, Corso, & Cheatham 2005). Some children engage in problem behavior that is typical of a particular stage of development as they build relationships with peers and adults and learn to navigate the classroom environment. For example, a toddler might grab a cracker from another child's plate because she is still learning to use words to ask for what she wants or needs. What troubles teachers is how to meet the needs of children who have persistent problem behavior that does not respond to positive guidance or prevention practices. The extent of this problem is highlighted by recent reports on the rates of expulsion of children from preschool programs (Gilliam 2005).
The teaching pyramid
The teaching pyramid model (Fox et al. 2003) describes a primary level of universal practices-classroom preventive practices that promote the social and emotional development of all children-built on a foundation of positive relationships; secondary interventions that address specific social and emotional learning needs of children at risk for challenging behavior; and development of individualized interventions (tertiary level) for children with persistent problem behavior (see the diagram "The Teaching Pyramid"). The model is explained more fully in "The Teaching Pyramid: A Model for Supporting Social Competence and Reinventing Challenging Behavior in Young Children," in the July 2003 issue of Young Children.
The foundation for universal practices begins with nurturing and responsive caregiving that supports children in developing a positive sense of self and in engaging in relationships with others. At this level, teachers focus on their relationships with children and families. Universal classroom practices include developmentally appropriate, child-centered classroom environments that promote children's developing independence, successful interactions, and engagement in learning. While universal practices may be enough to promote the development of social competence in the majority of children in the classroom, teachers may find that there are children whose lack of social and emotional skills or whose challenging behavior requires more focused attention.
In this article we look at the secondary level of the teaching pyramid, which emphasizes planned instruction on specific social and emotional skills for children at risk for developing more challenging behavior,...