Examining the Effects of Practice-Based Coaching on Kindergarten Teachers' Use of Pyramid Model Practices

Abstract

Social emotional learning (SEL) is critical for early childhood development. The Pyramid Model (PM) offers practitioners evidence-based practices to support young children’s social emotional development. Coaching has been found to be an effective way to increase teachers’ use of PM practices in preschool. While evidence supports the need for SEL practices in kindergarten, there are no published studies available on implementing PM practices in kindergarten. This study used a multiple baseline across practices design replicated across two kindergarten teachers in a suburban private school. Practice-Based Coaching was used to increase the teachers’ use of a subset of PM practices for implementation in kindergarten classrooms. Methods, results, limitations, and implications are discussed.