Mary Louise Hemmeter

The purpose of this project is to conduct an initial efficacy study of a system of supports for implementing the Pyramid Model for Promoting Social-Emotional Competence program-wide (PWS-PMT) in early childhood programs. The Pyramid Model is a tiered framework of teaching practices for promoting social-emotional competence and addressing challenging behavior in young children . PWS-PMT describes the systems that programs put in place to support and sustain the use of Pyramid Model practices ...

This project aims to develop and evaluate the promise of Toddler Talk, a model that blends two evidence-based practices - Teaching Pyramid for Supporting the Social Emotional Development of Young Children (Pyramid Model) and Enhanced Milieu Teaching (EMT) - to improve language development in toddlers at high risk for persistent developmental language disorders and poor social and academic outcomes. There are no current early interventions that address this population of young children and th...

The purpose of this project is to support teachers' implementation of a tiered model for promoting social-emotional growth in infants and toddlers by adapting an existing evidence-based tiered model and refining a professional development (PD) approach to support the teachers' implementation. Many early childhood teachers lack important skills for supporting children's early social-emotional development. As a result, many children enter kindergarten with or at high risk for challenging behav...

The purpose of this project is to develop and evaluate a system of implementation supports, Program-wide Supports for Pyramid Model Implementation (PWS-PMI), for preschool programs using the Pyramid Model to promote young children's social behavioral competence. The Pyramid Model is a framework that organizes best practices for promoting social-emotional competence and addressing the challenging behavior of young children. With prior funding from IES, the researchers developed the Pyramid Mo...

The goal of this study was to examine the efficacy of Tools for Teachers (TfT), a professional development intervention for using embedded instruction practices with preschool children with disabilities. Embedded instruction involves intentional teaching of individual child learning goals within the context of routine classroom activities. Prior research has found evidence that this approach can be effective with young children with varying disabilities, but embedded instruction practices ar...

Researchers have noted that children are entering elementary school without the behavior skills that are necessary for success. Social and behavior challenges that are not resolved during the early childhood years may lead to problems with socialization, school adjustment, and educational success in later grades. Intervention in preschool may help ameliorate the social, emotional, and behavioral challenges that preschoolers can display which may lead to negative outcomes in the future.