Teaching Pyramid Professional Development Training And Coaching With Mental Health Consulting

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The proposed project aims to integrate Teaching Pyramid professional development training and coaching with mental health consulting in order to provide teachers with the skills to manage challenging behaviors with fidelity and to increase teachers’ feelings of perceived control over challenging behaviors. First, I will address each of these inputs and how they are expected to impact proximal and distal outcomes. I will also utilize principles from the Theory of Planned Behavior (TPB) as the literature continually highlights components that relate to this theory, including perceived control, normative beliefs, attitudes, and intentions. I am proposing that teacher access to mental health consultants can facilitate their feelings of perceived control through increasing their self-efficacy and feelings of competence to manage challenging behaviors.
Input 1: Program-wide teaching pyramid training. One program that has been found to be effective at reducing challenging behaviors in preschools is the Teaching Pyramid for Supporting Social-Emotional Competence in Young Children (Hemmeter, Santos, & Ostrosky, 2008). The Teaching Pyramid program trains teachers to provide universal support for all children through social-emotional education and creating a positive classroom environment (Hemmeter et al., 2008). The theoretical framework behind the Teaching Pyramid intervention and prevention program is Response to Intervention, or RtI, a common framework used in special education…

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