The "Teaching Pyramid" (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) is a framework for organizing evidence-based practices for promoting social-emotional development and preventing and addressing challenging behavior in preschool programs. In this article, we briefly describe the "Teaching Pyramid" as a framework for implementing effective…

This article describes the SCERTS Model, which prioritizes social communication, emotional regulation, and transactional support as the primary developmental dimensions that programs supporting young children with autistic spectrum disorders must address. The SCERTS Model has been derived from theoretical and empirical bases, is consistent with…

This text was written as an outgrowth of 6 years' work with children aged 3-5 in the Child Development Center at Western Oregon State College, Monmouth, Oregon. The children attending this program included typically developing children as well as children with disabilities. A primary purpose of this book is to share the experiences and learnings…

This collection of papers recognizes ways in which the context of educational policy and its implications for practice have, in combination with other influences, defined early childhood special education and influenced its development. An introduction by Philip L. Safford is presented. Subsequent papers have the following titles and authors:…

This collection of materials was gathered as part of a project to develop and implement a faculty training institute for early intervention personnel in 12 states in the Northeast. The project's emphasis was to train interdisciplinary faculty to infuse basic early intervention content into existing course work, develop new course work or modify…