Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers

Mary Louise Hemmeter, Ph.D., is a professor of special education at Vanderbilt University, where she has taught since 2013 and holds the Nicholas Hobbs Chair in Special Education and Human Development. She earned a Ph.D. from Vanderbilt University in 1991, a master’s degree from Peabody College of Vanderbilt University, and a bachelor’s degree from Auburn University.

Hemmeter’s research focuses on effective instruction, young children’s social-emotional development, challenging behavior, and teacher support. Through her work with the National Center on the Social and Emotional Foundations for Early Learning and other federally funded projects, she contributed to the development of the Pyramid Model and Practice-Based Coaching. She is a co-author of Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and Unpacking the Infant-Toddler Pyramid Model: A Practical Guide for Preschool Teachers.

Michaelene M. Ostrosky, Ph.D., is a professor of special education at the University of Illinois Urbana-Champaign, where she has also served as head of the Department of Special Education and as the Grayce Wicall Gauthier Professor of Education. Her research focuses on inclusion and acceptance of children with disabilities, social-emotional competence, social interaction interventions, and challenging behavior in young children. She contributed to the development of the Pyramid Model through the National Center on the Social Emotional Foundations for Early Learning.

Ostrosky is a former editor of Young Exceptional Children and co-editor of several related monographs. Her published work includes Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, edited with Mary Louise Hemmeter and Lise K. Fox, as well as Making Friends and The Project Approach for All Learners.

Lise K. Fox, PhD, is a professor and chair of the Department of Child and Family Studies at the University of South Florida. She earned her doctorate in early childhood special education from Florida State University in 1989 and previously taught in the Department of Special Education at the University of Florida. Her work focuses on early childhood special education, social-emotional development, positive behavior support, and practical approaches to addressing challenging behavior and inclusion.

Fox is one of the developers of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children and has led research, technical-assistance, and implementation projects in early childhood programs. She is a coauthor of Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, written with Mary Louise Hemmeter and Michaelene M. Ostrosky.

Rosemarie Allen, Ed.D., is an associate professor in the School of Education at Metropolitan State University of Denver, where she specializes in early childhood education, diversity, equity, and inclusion. She earned a B.A. from California State University, Long Beach, an M.Ed. from Lesley University, and a doctorate in Equity and Leadership in Education from the University of Colorado Denver.

Allen previously served as director of Colorado’s Division of Child Care and is president and CEO of the Institute for Racial Equity & Excellence. Her published work includes contributions to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and Unpacking the Infant-Toddler Pyramid Model: A Practical Guide for Teachers and Providers.

Eleanor C. Bold, PhD, MA, is an assistant professor in Developmental Pediatrics at the University of Colorado Anschutz Medical Campus. She earned her bachelor’s degree from Washington and Lee University and previously worked at the Duke Center for Child and Family Policy, supporting the implementation and evaluation of community-based programs.

Bold contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers (2021) and has published and presented research on early intervention, preschool challenging behavior, and the Pyramid Model. She earned her PhD through the University of Denver’s Child, Family, and School Psychology program.

Maureen A. Conroy, Ph.D., is the Anita Zucker Endowed Professor in Early Childhood Studies and co-director of the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. She began her career as a preschool special education teacher and has also worked as an early interventionist, program director, technical assistance provider, and higher-education faculty member. She earned her Ph.D. in special education from Vanderbilt University in 1986, and her research focuses on evidence-based interventions that support young children’s social-emotional development and address social, behavioral, and developmental challenges.

Conroy has authored more than 100 refereed articles, 20 book chapters, and three books. She contributed, with Kevin S. Sutherland, the chapter “Using Positive Descriptive Feedback to Improve Children’s Behavior” to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers.

Robert M. Corso, Ph.D., is the executive director of the Pyramid Model Consortium and a senior research associate at Vanderbilt University. He specializes in evaluating professional-development projects serving young children and their families. Previously, he coordinated the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), served on the leadership team of the National Center on Quality Teaching and Learning, and worked as an administrator in Head Start, child care, and early-intervention programs.

Corso is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, written with Lise Fox, Mary Louise Hemmeter, and Michaelene M. Ostrosky. He holds a Ph.D. in special education from the University of Illinois and previously worked as a certified public accountant.

Sharon L. Doubet, PhD, is an early childhood special education scholar and educator affiliated with Illinois State University. Her research focuses on young children’s development, social-emotional competence, challenging behavior, families of children with disabilities, and qualitative research methodology. She has taught early childhood special education, early intervention, and assessment and instruction for young children.

Doubet is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to implementing research-based practices that support social-emotional development and address challenging behavior in children ages 2–5. She has also coauthored research on the effects of young children’s challenging behavior on families and child care providers.

Jolenea B. Ferro, PhD, BCBA-D, is a Research Associate Professor in the Department of Child and Family Studies at the University of South Florida and Training Director for the Florida Center for Inclusive Communities, the university’s Center for Excellence in Developmental Disabilities. Her work focuses on functional assessment and the implementation of positive behavioral interventions and supports in natural settings, with extensive experience developing interventions for learners with severe behavior problems and providing in-service and preservice education.

Ferro is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and coauthor of Functional Assessment-Based Intervention: Effective Individualized Support for Students. She has also published research on function-based interventions in early-childhood classrooms, functional behavioral assessment, treatment integrity, and PBIS leadership training.

Shawna Harbin, Ph.D., BCBA, is a Clinical Assistant Professor in Purdue University’s Department of Human Development and Family Science. She earned a Ph.D. in Special Education and an M.Ed. in Early Childhood Special Education from the University of Washington, as well as bachelor’s degrees in psychology and music. Her professional experience includes work as an early childhood special educator, early intervention practitioner, and coach. Her teaching and research focus on early childhood development, inclusive and evidence-based practice, social-emotional learning, family-practitioner partnerships, assessment, and educator training.

Harbin contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and has also published on early intervention, family experiences, and virtual practitioner training. She is a consultant with the Pyramid Model Consortium and works with early childhood educators and intervention professionals.

Jessica K. Hardy, Ph.D., is an assistant professor of early childhood special education at the University of Illinois Urbana-Champaign. She earned her Ph.D. in early childhood special education from Vanderbilt University in 2014 and previously worked as a Head Start teacher and preschool special education teacher in Portland, Oregon. Her work focuses on evidence-based instructional practices, early childhood coaching, mathematics instruction, and the Pyramid Model for supporting young children’s social-emotional development and addressing challenging behavior.

Hardy contributed chapters to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, including guidance on creating supportive classroom environments and implementing transitions. She has also published research on early mathematics instruction, teacher efficacy, positive reinforcement, and practice-based coaching.

Abby Hodges, MEd, BCBA, is a doctoral researcher in Child, Family, and School Psychology at the University of Denver. She has worked as a graduate research assistant at the Positive Early Learning Experiences Center, supporting research and implementation of the LEAP Model, Pyramid Model, and Prevent-Teach-Reinforce for Young Children. Her professional interests include assessing and treating challenging behavior in young children and helping teachers and caregivers implement interventions with fidelity.

Hodges is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers. She has also co-authored research on behavioral interventions, functional communication training, challenging behavior, and autism.

Kiersten A. Kinder, Ph.D., is an Assistant Professor of the Practice in Early Childhood Special Education at Vanderbilt University’s Peabody College. She earned a bachelor’s degree in early childhood education from the University of Illinois Urbana-Champaign and has worked in public and laboratory school settings as a teacher, coach, and associate director. Her professional work focuses on inclusive education, practice-based coaching, embedded instruction, and the implementation of the Pyramid Model.

Kinder is a contributing author to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a comprehensive guide to applying the Pyramid Model with children ages two through five. She has also coauthored research on training, coaching, and performance feedback related to teachers’ use of Pyramid Model practices.

Jarrah Korba, M.Ed., BCBA, is a Board Certified Behavior Analyst who serves children with disabilities through a behavior analysis clinic. Korba holds a master’s degree in Early Childhood Special Education and focuses on challenging behavior and autism.

Korba contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to applying the Pyramid Model framework in preschool classrooms. Korba also coauthored research on teaching social problem-solving skills to preschool children.

Rochelle Lentini began her career as a pre-kindergarten special education teacher before joining the University of South Florida, where she directed the Program-Wide Positive Behavior Support Project from 2006 to 2018. Her work focuses on positive behavior support, early childhood education, inclusion of children with disabilities, practice-based coaching, and social-emotional development. She is a member of the Pyramid Model Consortium and contributed to the design of the Pyramid Model.

Lentini is a contributing author of Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and co-authored research on positive behavior support for young children with challenging behavior. She is also CEO and president of the Purple Playas Foundation, which supports children and families affected by complex chronic medical conditions.

Tara McLaughlin, PhD, is an Associate Professor in Early Years Education at Massey University in New Zealand, where she founded and directs the Early Years Research Lab. She previously worked as a research scientist at the University of Florida’s Anita Zucker Center for Excellence in Early Childhood Studies. Her research focuses on inclusive early intervention and early childhood education, including social-emotional teaching practices, assessment, data-informed teaching, and professional learning.

McLaughlin contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and has co-authored research on early childhood professional development, intentional teaching, embedded instruction, and children’s social-emotional competence.

Kathleen Artman-Meeker, Ph.D., is a professor of early childhood special education at the University of Washington and director of the UW Haring Center for Inclusive Education. She holds a Ph.D. in special education from Vanderbilt University, with a focus on early childhood special education and applied behavior analysis, as well as degrees in special education from The Ohio State University. Her professional experience includes work as an early childhood special educator, coach, teacher educator, and researcher.

Her research focuses on professional development, coaching, evidence-based practices, and strategies that support young children’s social-emotional development and prevent challenging behavior. She contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and has published research on distance coaching, classroom preventive practices, multitiered systems of support, and early childhood inclusion.

Lori E. Meyer, PhD, is an early-childhood education specialist affiliated with the University of Vermont. She has served as project director of Vermont’s Early MTSS-123 Project, an initiative supporting implementation of the Pyramid Model and Strengthening Families approaches across early-care and learning settings.

Meyer is a contributing author to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to applying the Pyramid Model to promote social-emotional competence among children ages two to five.

Molly E. Milam, Ph.D., BCBA-D, is an associate professor of education and director of Graduate and Professional Programs at York College of Pennsylvania. She holds a Ph.D. in Early Childhood Special Education from Vanderbilt University, an M.Ed. in Early Intervention with an autism specialization from the University of Pittsburgh, and a B.A. from The Pennsylvania State University.

Dr. Milam contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to implementing the Pyramid Model to support young children’s social-emotional development. Her published work also includes research on peer-mediated interventions, friendship skills, and visual activity schedules in early-childhood and special-education settings.

Elizabeth A. Pokorski, PhD, BCBA-D, is a researcher and scholar in early childhood special education and applied behavior analysis. Her work has addressed social-emotional development, classroom behavior, reinforcement, and ethical practices for young children with disabilities. She has been affiliated with Vanderbilt University and the University of Virginia.

Pokorski is a contributing author of Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a practical guide to implementing the Pyramid Model to support social-emotional development in preschool-aged children. Her other published work includes research on group contingencies in preschool settings, maintenance measurement in autism research, and behavior-support practices for young children.

Ron Roybal is a senior research associate at the University of Denver’s Morgridge College of Education. He has more than 20 years of experience in higher education focused on inclusion and belonging, following 10 years teaching in an inclusive early childhood classroom. His work includes training and coaching on the Pyramid Model, early childhood inclusion, and autism-related programs, including LEAP and the Colorado Autism Project.

Roybal contributed to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to implementing the Pyramid Model for children ages two to five. His professional experience also includes presenting at national conferences and providing professional development for educators.

Rosa Milagros Santos, Ph.D., is a professor of special education at the University of Illinois Urbana-Champaign, where her work focuses on early childhood education, social-emotional development, disability, and family support. She earned a Ph.D. in special education from Utah State University and has contributed to research on young children’s social-emotional development, challenging behavior, trauma-informed care, and inclusive early intervention.

Santos is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers and has coauthored scholarly publications including research on social stories, trauma-informed care, and young children with disabilities.

Patricia Snyder, Ph.D., is a University of Florida distinguished professor emerita of special education and early childhood studies and the founding director emerita of the Anita Zucker Center for Excellence in Early Childhood Studies. She previously held faculty and leadership positions at Vanderbilt University and Louisiana State University Health Sciences Center. Her career in early childhood studies spans more than 40 years and includes work as a speech-language therapist, early-intervention home visitor, preschool teacher, researcher, and higher-education administrator.

Snyder’s research focuses on evidence-based prevention and intervention strategies for young children with or at risk for disabilities, as well as implementation science and practice-based coaching. She is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, including the chapter “Implementing Pyramid Model Practices to Make a Difference for Children,” and has authored numerous scholarly articles, book chapters, and practice guides.

Phillip S. Strain, Ph.D., is the James C. Kennedy Endowed Chair in Urban Education at the University of Denver’s Morgridge College of Education and director of the Positive Early Learning Experiences (PELE) Center. His work focuses on inclusive preschool education, services for young children with autism, and the prevention and intervention of challenging behavior.

Strain has authored more than 300 professional publications and has contributed to influential works on the Pyramid Model, including The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children and Preventing-Teach-Reinforce for Young Children. He has worked as a teacher, early-intervention program administrator, and university professor during his career.

Kevin S. Sutherland, Ph.D., is a professor in the School of Education at Virginia Commonwealth University, where he also serves as Interim Associate Dean for Research. He earned a Ph.D. in special education from Vanderbilt University, an M.Ed. from the College of William and Mary, and a B.A. in history from Wake Forest University. His research focuses on evidence-informed interventions and implementation practices addressing problem behavior and emotional and behavioral disorders in school and community settings.

Sutherland is a contributor to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to applying the Pyramid Model to support young children’s social-emotional competence. His published work also includes research on the prevention and treatment of problem behaviors in young children and strategies for improving children’s behavior through positive descriptive feedback.

Abby L. Taylor, Ph.D., is an early childhood special education scholar and educator whose work focuses on social-emotional development, positive behavior support, and inclusive classrooms. She has worked as a teacher in inclusive preschool and toddler classrooms and as a coach supporting educators in implementing evidence-based instruction and Pyramid Model practices in child-care and Head Start programs.

Taylor is a contributing author to Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers, a guide to implementing Pyramid Model practices in early childhood settings. Her scholarly work also includes research on program-wide Pyramid Model implementation and coaching educators to use these practices effectively.

Meghan von der Embse, Ed.S., NCSP, is a Learning and Development Facilitator with the Florida Center for Inclusive Communities at the University of South Florida. They provide training, technical assistance, and coaching to early childhood programs implementing and sustaining Pyramid Model supports, and serve as Assistant Director of USF’s Program-Wide Positive Behavior Support Project. Previously, they were Director of Behavior Support Services at Easter Seals of Southeastern Pennsylvania and a Positive Behavioral Interventions and Supports facilitator for early childhood and special education preschool programs.

Von der Embse earned an Education Specialist degree in School Psychology from Miami University and is a nationally certified school psychologist. They have worked as a K–12 school psychologist in Ohio, Michigan, North Carolina, and Nebraska, with expertise in multitiered systems of support and early literacy programming. They are a contributing author of Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers.