Using the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms

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    23-Jan-2015

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Is your program implementing the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children? You can now use the TPOT to measure how well teachers are applying Pyramid Model practices in all three tiers to support childrens social competence and prevent challenging behaviors. The TPOT includes an observation of a preschool classroom and an interview with the teacher. It examines key Pyramid Model practices, red flag behaviors, and responses to challenging behavior. Join this free 45-minute webinar to learn how the TPOT can reinforce high-quality practices that support childrens social-emotional development and behavior. TPOT developer (name) will: Discuss the relationship between the Pyramid Model and the TPOT Illustrate unique features of the tool, including the 3 subscales Outline administration and scoring basics Show sample TPOT forms Share how TPOT results can be used to help schools

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<ul><li> 1. Teaching Pyramid Observation Tool (TPOT) Mary Louise Hemmeter Patricia Snyder Lise Fox </li></ul> <p> 2. Overview of TPOT Observation- and interview-informed, judgment-based rating scale Developed to assess teachers implementation of universal and targeted Pyramid model practices and teachers capacity to implement tertiary/individualized practices 3. Tertiary Intervention: Few Children Secondary Prevention: Some Children Universal Promotion: All Children The Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior 3 4. Teaching Pyramid Observation Tool (TPOT) The TPOT was developed to measure the fidelity with which teachers implement Pyramid Model practices Provides information that can be used to: Describe quality of implementation of TPOT practices Compare implementation within and across teachers/classrooms Identify needs of teachers for training and support 5. TPOT Scoring booklet Classroom information Schedule Items/indicators Space for notes Manual Definitions Items/indicators with scoring guidance, rules, and clarifications 6. Using the TPOT Observations Conducted for a minimum of 2 hours Must observe centers or free play, at least one teacher-directed activity and transition between activities Focus of observation is primarily lead teachers behavior, but consider all adults Interviews For those practices that might not be observed during a 2-hour observation 7. Organization of the TPOT: Subscales Key Practice Items: Multiple indicators associated with each item Each indicator rated yes, no, or N/0 (only when noted) Red Flags Each item rated yes or no Using Effective Strategies for Responding to Challenging Behavior Includes three indicators that represent essential strategies for responding to challenging behavior and three additional strategies that might be used Each item rated as yes or no Only scored when challenging behavior is observed during the observation period 8. Key Practice Item Subscale Observation items 1. Schedules, routines, &amp; activities (SR) 2. Transitions between activities (TR) 3. Supportive conversations (SC) 4. Promoting engagement (ENG) 5. Providing directions (PD) 6. Collaborative teaming (CT) 7. Teaching behavior expectations (TBE) 8. Teaching social skills and emotional competencies (TSC) Observation and interview items 9. Teaching friendship skills (FR) 10. Teaching children to express emotions (TEE) 11. Teaching problem-solving (TPS) Interview items 12. Interventions for children with persistent challenging behavior (PCB) 13. Connecting with families (COM) 14. Supporting Families in using Pyramid Model practices (INF) 9. Key Practice Item 9 Item Indicator No Opportunity 10. Key Practice Item: Observation Only 10 11. Key Practice Item: Observation AND Interview Item 11 12. Red Flags Subscale Practices that are contraindicated in relation to Pyramid Model implementation 13. Red Flags 14 14. Challenging Behavior Subscale: Using Effective Strategies to Respond to Challenging Behavior (SCB) Only scored when challenging behavior occurs. If challenging behavior occurs during the observation, score for each incident of challenging behavior. If one or more incidences of challenging behavior occur that meet the definition for challenging behavior, record a short- hand note in the incident box to describe the type of challenging behavior you observed For each incident that occurred, mark yes if you observed the teacher using a practice related to the SCB indicator or mark no if you did not observe the teacher using the practice to address the challenging behavior 15. Defining the Behavior What to Note 16. Challenging Behavior Subscale 17 17. What is different about this version of the TPOT? 18. Studies to Examine the Psychometric Integrity of Teaching Pyramid Observation Tool (TPOT) Scores Primarily Head Start Classrooms TPOT observations 50 classrooms 2 raters 3 occasions 300 total TPOTs Generalizability study to look at dependability of scores across items, raters, occasions of measurement CLASS (Pianta, LaParo, &amp; Hamre, 2008) 50 classrooms Administered between 2nd and 3rd TPOT observation Inter-observer agreement for 34% (n = 17) Convergent score validity 19. Generalizability Study Examine potential sources of error in TPOT scores Teachers X Raters X Indicators X Occasion Less than .01% of variance on key practice indicators due to raters .22% of variance on key practice indicators due to occasion 5.1% of variance on key practice indicators due to classroom/teacher Phi coefficient for key practice indicators = .89 G coefficient for key practice indicators = .95 Good news! Dependability in rank ordering of classrooms and dependability in scores across raters, occasions Phi coefficient = important because want teachers to reach criterion with respect to implementation of TPOT indicators Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., &amp; Miller, M.D. (2013). Developing and gathering psychometric evidence for a fidelity instrument. Journal of Early Intervention, 35, 150-172. 20. TPOT and CLASS Correlations N = 50 TPOT Key Practices Emotional Support (ES) .70 Classroom Organization (CO) .73 Instructional Support (IS) .76 Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., &amp; Miller, M.D. (2013). Developing and gathering psychometric evidence for a fidelity instrument. Journal of Early Intervention, 35, 150-172. 21. Noteworthy Correlations: TPOT and CLASS* TPOT Key Practices subscale and every CLASS dimension and domain TPOT Red Flags subscale and every CLASS dimension and domain (negative relationships) General teaching items on TPOT (SR, TR, SC, ENG, PD) and each CLASS dimension and domain Most targeted teaching items on TPOT (TBE, TSC, TEE, TPS, FR) and Instructional Support CLASS domain TPOT Connecting with Families with each dimension and domain on CLASS Additional detail in Chapter 7 in TPOT manual 22. Noteworthy Correlations TPOT and ECERS-R TPOT Key Practices subscale and overall ECERS-R 10 of the 14 TPOT key practice items and overall ECERS-R TPOT Red Flags subscale and overall ECERS-R (negative relationships) TPOT Supporting Family Use of Pyramid Model Practices and 5 of 7 ECERS-R subscales TPOT Strategies to Promote Engagement and 6 of 7 ECERS-R subscales Additional detail in Chapter 7 in TPOT manual 23. Pre-SET and Select TPOT-Pilot Version Key Practice Items (N = 31 Classrooms) Note. Adapted from Steed and Pomerleau (2012). N = 31 classrooms. a = Seven environmental items included on pilot version of TPOT. * = p &lt; .05 ** = p &lt; .01 Additional detail in Chapter 7 in TPOT manual 24. Figure 1. Mean Teaching Pyramid Observation Tool implementation scores across waves by experimental condition. Total number of TPOT indicators = 108. Statistically significant and noteworthy differences at Wave 4 [t(40.03)=6.80, p</p>

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