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
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Another factor associated with the fidelity of teachers’ implementation is continued coaching on Teaching Pyramid practices. Teachers who participated in Teaching Pyramid training that was followed by distance coaching, or access to an individual well-versed in this model with an early childhood education background over email or phone conversations, was associated with greater improvements in the classroom management than when training was not followed by coaching (Artman-Meeker, Hemmeter, & Snyder, 2014). In their study, distance coaching occurred on a weekly basis over email, where teachers discussed their individualized lesson plans with their coach, who viewed video footage from the teacher’s classroom and provided feedback. Artman-Meeker et al. (2014) found that teachers who participated in the distance coaching reported significantly greater improvements in social, organizational, and instructional classroom climates than teachers who did not participate in distance coaching. As a result of the significant impact of distance coaching, this input will provide teachers with greater ability to implement Teaching Pyramid skills with fidelity. This will affect the proximal outcomes of teachers’ ability to manage challenging behaviors and to teach social-emotional skills effectively and with consistency. These improvements in the teachers’ ability to manage behaviors and to teach these skills will then affect the distal outcome of …show more content…
Alkon, Ramler, and MacLennan (2003) examined the effects of mental health consulting in early childcare settings on teaching quality and teachers’ perceptions of their own abilities. The role of the mental health consultant was to consult with individual teachers, participate in staff meetings, and to consult with groups or teams of staff, where the consultant shared information about children’s social, emotional, and behavioral development. As a result of this consultation, teachers reported increased feelings of self-efficacy and improved perceptions of their own competence to manage difficult behaviors (Alkon, Ramler, & MacLennan, 2003). Furthermore, they found that mental health consulting was associated with improved teaching quality and teacher reports of feeling more supported and understood by the childcare program. An article by Reinke, Herman, and Stormont (2013) also highlights teacher self-efficacy as an important new area of study and assert, “teachers’ beliefs about their efficacy have been identified as a factor that strongly influences their implementation of new interventions” (p.40). As these studies demonstrate, the effect of mental health consulting on teachers in early childcare settings can be profound. This input is meant to impact teachers’ self-efficacy, general mental health, and to inform teachers’ about children’s general social,
Another factor associated with the fidelity of teachers’ implementation is continued coaching on Teaching Pyramid practices. Teachers who participated in Teaching Pyramid training that was followed by distance coaching, or access to an individual well-versed in this model with an early childhood education background over email or phone conversations, was associated with greater improvements in the classroom management than when training was not followed by coaching (Artman-Meeker, Hemmeter, & Snyder, 2014). In their study, distance coaching occurred on a weekly basis over email, where teachers discussed their individualized lesson plans with their coach, who viewed video footage from the teacher’s classroom and provided feedback. Artman-Meeker et al. (2014) found that teachers who participated in the distance coaching reported significantly greater improvements in social, organizational, and instructional classroom climates than teachers who did not participate in distance coaching. As a result of the significant impact of distance coaching, this input will provide teachers with greater ability to implement Teaching Pyramid skills with fidelity. This will affect the proximal outcomes of teachers’ ability to manage challenging behaviors and to teach social-emotional skills effectively and with consistency. These improvements in the teachers’ ability to manage behaviors and to teach these skills will then affect the distal outcome of …show more content…
Alkon, Ramler, and MacLennan (2003) examined the effects of mental health consulting in early childcare settings on teaching quality and teachers’ perceptions of their own abilities. The role of the mental health consultant was to consult with individual teachers, participate in staff meetings, and to consult with groups or teams of staff, where the consultant shared information about children’s social, emotional, and behavioral development. As a result of this consultation, teachers reported increased feelings of self-efficacy and improved perceptions of their own competence to manage difficult behaviors (Alkon, Ramler, & MacLennan, 2003). Furthermore, they found that mental health consulting was associated with improved teaching quality and teacher reports of feeling more supported and understood by the childcare program. An article by Reinke, Herman, and Stormont (2013) also highlights teacher self-efficacy as an important new area of study and assert, “teachers’ beliefs about their efficacy have been identified as a factor that strongly influences their implementation of new interventions” (p.40). As these studies demonstrate, the effect of mental health consulting on teachers in early childcare settings can be profound. This input is meant to impact teachers’ self-efficacy, general mental health, and to inform teachers’ about children’s general social,