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Pyramid Model for Early Tiers 1, 2, & 3 Childhood Education

Pyramid Model for Early Childhood EducationTiers 1, 2, & 3cessful from the very beginning. Supporting the social and emotional develop-ment of preschoolers has gained significant atten-tion in the past 20 years, and recently, research-ers found that expulsion rates of preschoolers are higher than that of elementary and secondary students (Fox & Hemmeter, 2009; Gilliam, 2014). The issue with expelling young children is that it eliminates their chance to learn appropriate, desired behaviors that will prepare them for their future Education . When children are removed from the classroom it is more difficult to imple-ment evidence-based strategies (Lewis, Adam-son, Mitchell, & Lembke, 2013) and the nega-tive effects of these practices have come to the attention of the Departments of Health and Human Services and Education (2014a, 2014b). Challenging behavior is an issue for many young children. Approximately 10% to 15% of typi-cally developing preschoolers have behavior problems when they enter kindergarten (Campbell, 1995; West, Denton, & Germino-Hausken, 2000).

with colleagues and other professionals” (Fox & Hemmeter, 2009, p. 6-7). Tiered Approach The Pyramid Model describes four tiers of practice, adding an underlying foundational level, which ad-dresses issues related to the early childhood workforce and training needed to support the following tiers. Devel-oping, implementing, and

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