The Pyramid Model Tool Kit Materials

User Guide

Material Activities Pyramid

Model Module

Emotions & Feelings Activities

Feeling Faces Posters

The Feeling Faces assist children with understanding their

feelings and the feelings of others. It is important to teach

children words to use to express feelings in replace of the use of

challenging behavior.

The feeling posters can be used in a variety of ways to help

children learn social emotional skills around use of emotional

literacy and vocabulary:

Pass the hat: The teacher cuts out pictures that represent

various feeling faces and places them in a hat that is passed

around the circle as music plays. When the music stops, the

child holding the hat picks out a picture designating an

emotion and is asked to identify it, express how they look

when they feel that way, or describe a time when he or she

felt that way.

Feeling hunt: The teacher puts “feeling face” pictures up all

around the room. Children can be given child-size

magnifying glasses, and they walk around looking for

different feeling faces. When they find one, they label it and

tell a time they felt that way. An expansion of this activity is

to provide each child with a “Feeling Face BINGO Board”

and they can cross out faces on their boards as they find

them around the room.

Changing faces: During small group time, children make

paper plate faces. The teacher attaches the “mouth” and

“eyebrows” to the paper plate with brads. This allows the

child to change facial expressions on their plate by changing

the mouth from a smile to a frown, and the eyebrows from

facing in (angry, frustrated, etc.) to out (worried, scared,

surprised, etc.). Children can color the rest of the faces. The

teacher can then read a story and pause after key incidents

and ask the children to show how they would feel by

changing their paper plate face appropriately.

Building Positive

Relationships

Emotional

Literacy

High Quality

Supportive

Environments

Material Activities Pyramid

Model Module

Emotions & Feelings Activities

Singing, “If you’re happy and you know it…”: Teachers

can add new verses to “If you are happy and you know it”

as they introduce new feeling words to the class.

• If you’re happy and you know it, hug a friend

• If you’re sad and you know it, cry a tear, “boo-hoo”

• If you’re mad and you know it, use your words, “I’m

mad”

• If you’re scared and you know it, get some help,

“HEEELLLLPPP!”

Checking In: Children can “check in” each morning by

putting their name by a feeling face picture that best

depicts their affective state. Children can be encouraged

to change their feeling faces throughout the day as their

feelings change. Adults should also participate by putting

their name by a feeling face and changing it throughout

the day.

More than Happy, Sad or Mad: Feelings Dictionary: Children

can learn more than the basic feelings like happy, sad, mad or

scared. This dictionary includes 69 feeling words with

definitions, pictures and activities (including children’s literature

suggestions). Children can learn the different degrees of feelings,

for example happy, elated, ecstatic etc.

Relaxation Thermometer

The relaxation thermometer is used to teach children to calm

down using the following steps:

1. Ask a child to describe a recent conflict and together with

the child retrace the steps that led to the angry outburst.

Write down the child’s actions, thoughts, and words that

indicated an escalating anger pattern (e.g., thinking “He

always takes my toys,” yelling, kicking).

2. Then discuss, with the child the thoughts, words, and

actions that the child can use to reduce his or her anger.

Retracing the steps of the angry outburst helps the children

identify the place where they were aware they were getting angry.

This place is marked as the “Danger Point” on the thermometer.

Once children have established their danger points, they give it

their own name (e.g., chill out, cool down, code red, hot engine,

etc.). This code word can be the adult and child’s signal that

anger has reached the threshold, which triggers the use of an

agreed upon calming strategy, such as taking three deep breaths.

Building Positive

Relationships

Emotional

Literacy

High Quality

Supportive

Environments

Material Activities Pyramid

Model Module

Social Emotional Literacy Activities

Book Nooks

These easy-to-use guides were created especially for teachers to

provide hands-on ways to embed social emotional skill building

activities into everyday routines such as art, singing and circle

time.

Each Book Nook is comprised of ideas and activities designed

around popular children’s books.

Examples of suggested activities include:

• Using rhymes to talk about being friends,

• Making masks to help children talk about and identify

different feelings

• Playing a game of “What to do” with hands instead of

hitting

• Creating art and music using a concept of the day such as

sharing.

Team Tennessee adapted the original CSEFEL Book

Nooks by adding books and activities more appropriate

for early elementary students. Activities include reading,

comparing, contrasting other stories as well as

cooperative activities for students

Emotional

Literacy

Building Positive

Relationships

High Quality

Supportive

Environment

Teaching

Friendship Skills

Teaching Problem

Solving

Material Activities Pyramid

Model Module

Pyramid Model Scripted Stories

Tucker Turtle Reinforcement:

Coloring page

Dot to Dot

Color by Number

Puppets

Puzzle

Way to Go! (note)

Crossword Puzzle

Tucker Turtle Takes Time to Tuck and Think This story is intended to be used in conjunction with the “Turtle Technique”, a technique for helping children with controlling anger & impulse. The turtle technique seeks to help children learn to replace aggressive or impulsive acts with a more effective and efficient behavioral alternative. The basic steps of the turtle technique are:

1. Recognizing that you feel angry or too excited. 2. Thinking “stop.” 3. Going into your “shell,” taking three deep breaths, and

thinking calming, coping thoughts: “It was an accident. I can calm down and think of good solutions. I am a good problem solver.”

4. Coming out of your “shell” when calm and thinking of some solutions to the problem.

Teaching the turtle technique can take place at large or small group times. A turtle puppet is helpful and keeps children engaged during the lesson.

a. The teacher can begin by introducing the turtle to the class. After the children get a chance to say hello and perhaps give a gentle pet, the teacher shares the turtle’s special trick for calming down.

b. The turtle describes a time he got upset in school (select an incident familiar to the children). He demonstrates how he thinks to himself, “STOP,” then goes into his shell and takes three deep breaths; After he takes three deep breaths, he thinks to himself, “I can calm down and think of some solutions to solve my problem.” At this point in the process, the turtle technique is used to demonstrate that when he is calm, he comes out of his shell and is ready to problem-solve peacefully.

c. The teacher can then invite the children to practice the turtle’s secret. For example, children can practice “going in their shells” as they go under a large sheet and take three deep breaths or an individual child can model the “turtle technique” in front of the class.

Teaching Anger

Management

Emotional

Literacy

Teaching

Friendship Skills

Material Activities Pyramid

Model Module

Pyramid Model Scripted Stories

Scripted Story: I Can Be a Super Friend!

I Can Be a Super Friend! is a scripted story about building

friendship skills. Acknowledging children’s friendship skills

increases the likelihood that children’s positive social

behaviors will occur more frequently in the future.

Acknowledgment should follow a specific, targeted behavior

and should occur immediately after the desired behavior.

One of the advantages of this type of approach is that

children start noticing when they see other children using

friendship skills and what skills they used! You will often

hear them say, “Oh look, we have a super friend! Maria just

shared her favorite toy with Cameron”. It is very important to

make sure that all children have opportunities to be

successful in using friendship skills.

There are a number of activities to help support the Super

Friend story and encourage children to use their friendship

skills.

Make a “Super Friend” cape or badge and let a child

wear it after exhibit a friendship skill such as, inviting

a friend to play in the housekeeping area or getting

out a special toy for two children to play with after

they agree to share it and take turns. Make an effort to

ensure that all children have the opportunity to wear

the “Super Friend” cape or badge.

Create a “Super Friend” certificate to send home a

positive note about a child’s appropriate behaviors.

Use a puppet with a cape to model friendly play, and

when appropriate and planned, use puppet to model

non-examples.

Super Friend follow-up and reinforcement activities can be

found in the Pyramid Model Activity Nooks.

You were an Awesome Super Friend Today! (note)

Word Search

Crossword Puzzle

Coloring page

Puppet

Friendship Bingo

Building Positive

Relationships

Teaching

Friendship Skills

Material Activities Pyramid

Model Module

Pyramid Model Scripted Stories

Scripted Story: I Can Be a Super Friend and

Work with My Friends! This scripted story was adapted from the younger version-I

Can Be A Super Friend! The adaptation can be used in early

elementary classrooms where working together with other

students is a frequently used teaching strategy. This scripted

story can be used with an individual child who is struggling

in group situations or with a group of students to encourage

cooperation. Children need to have a safe place to practice

and receive positive reinforcement when learning new social

skills.

Building Positive

Relationships

Teaching

Friendship Skills

Scripted Stories for Social Situations

Scripted Stories for Social Situations

Scripted stories help children understand a social situation by

describing the situation, what the child needs to do, and how

others feel when the child exhibits the inappropriate behavior

or desired behavior. As the title implies, they are brief

descriptive stories that provide information regarding a social

situation. When children are given information that helps

them understand the expectations of a situation, their

problem behavior within that situation is reduced or

minimized. Parents, teachers and caregivers can use these

simple stories as a tool to prepare the child for a new

situation, to address challenging behavior within a setting or

situation, or to teach new skills.

Building Positive

Relationships

High Quality &

Supportive

Environments

Behavior

Expectations &

Rules

Teaching

Friendship Skills

Emotional

Literacy

Teaching Problem

Solving

Material Activities Pyramid

Model Module

Scripted Stories for Social Situations

I Ride the Bus to School This adapted aged up version of: I Ride the Bus to School is

intended to review the rules on the bus as well as

incorporating the Pyramid Model. When a school, program

or classroom implements the model, other adults that are in

contact with the children should be at least knowledgeable

about how the Pyramid Model is being used in the program

and the language children are learning. This staff includes.

bus drivers. The scripted story is to be used in the classroom

to teach the rules on the bus. It also can be taken home to

encourage the parents to be involved in the activity that they

begin every day.

To go along with the story, are two adult flyers, one for

families or caregivers and one for bus drivers. Both of these

flyers introduce the Pyramid Model and how the adults can

use the language of the model to teach and encourage

appropriate behavior on the bus. The bus driver flyer, should

be introduced to the drivers with the suggestion that since

this is a program wide implementation, that it could improve

the behavior on the bus.

Building Positive

Relationships

High Quality &

Supportive

Environments

Behavior

Expectations &

Rules

Teaching

Friendship Skills

Emotional

Literacy

Teaching Problem

Solving

The Pyramid in the Cafeteria When a school, programs or classrooms implement the

Pyramid Model, other adults that are in contact with the

children should be at least knowledgeable about how the

Pyramid Model is being used in the program and the

language children are learning. This staff includes cafeteria

workers. The flyer introduces the Pyramid Model and how

the adults can use the language of the model to teach and

encourage appropriate behavior in the cafeteria. The cafeteria

flyer should be introduced to the cafeteria workers with the

suggestion that since this is a program wide implementation,

that it could improve the behavior in the cafeteria.

You can create your own scripted story!

I Follow the Rules on the Playground

You Can Create Scripted Stories!-A guide for writing a

scripted story that is individualized to a classroom or specific

child. The guide includes a tip sheet, a planning activity sheet

and a skeleton example to add individualized pictures:

When I Play on the Playground I Follow the Rules!

The story is about using sticks or mulch or rocks for building

rather them throwing.

Material Activities Pyramid

Model Module

Problem Solving Activities

Problem Solving Steps

There are four essential problem-solving steps for young

children to learn and act on. These steps need to be taught to

young children a step at a time:

What is my problem? (Define the Problem) Children will

need to be able to understand and be able to identify their

feelings and those of other children to realize there is a

problem.

The first thing to teach is not identifying the problem,

but identifying the emotions involved. (this is why the

Pyramid Model framework teaches Emotional Literacy

& Anger Management before Problem Solving.)

Once child know there is a problem-teach them how to

describe the problem through I-statements. Starting with

teaching I-statements when teaching feeling words: “I-

feel frustrated when I can’t tie my shoe” then move on

to using peer interaction scenarios to teach children how

they might feel one way and the other person might feel

another.

Model with the children and other adults for children to

hear how the I-statements work.

When the child then tries to tell you a problem that has

developed and does not describe their problem with an I

message, assist them in reframing the message

Teaching Problem

Solving

Behavior

Expectations &

Rules

Think of Solutions:

Teach children what a solution means, encouraging

them to come up with solutions for a class problem.

Teach children to generate many solutions for a

problem, explaining sometimes your first solution

might not work. (See below at using the Solution

Kits)

Teaching Problem

Solving

Behavior

Expectations &

Rules

Material Activities Pyramid

Model Module

Problem Solving Activities

Solution Kits

Children need help generating multiple alternative solutions

to interpersonal problems. The Solution Kit Cue Cards help

children begin to think of solutions to problems that might

arise in the classroom. The cue cards can be posted on a

bulletin board, or placed into a lunch box, backpack, or

plastic case for children to take out and use when a problem

arises.

The Solution Kits can also be used in planned activities to

reinforce problem-solving skills:

Teachers can “plan-fully sabotage” or “problematize”

activities throughout the day and encourage children

to generate solutions. For example, the teacher can

bring one apple to the table for snack and say, “Oh

my goodness! We have a problem. There is only one

apple and five kids—what can we do?” The teacher

can then encourage the children to generate as many

different solutions as possible.

Play “What would you do” with children. To play, the

teacher thinks of and writes down several problems on slips

of paper. These slips are then put in a bag and the bag is

passed around the circle until the music stops. The child who

is holding the bag when the music stops, selects a problem

that an adult can read for the child. The child can then think

of as many solutions as possible. He or she may even consult

the “Solution Kit” if necessary.

Teaching Problem

Solving

Behavior

Expectations &

Rules

What will happen next? (Consider the Consequences)

Define what a consequence means-every action will

result in a reaction.

Using questions, have children think about the

scenarios occur in the classroom, that problem

solving would be helpful. Teach them to ask these

questions:

Is it safe?

Is the solution fair to everyone involved?

How would everyone feel?

Use role plays, puppets and the teacher can play in

the “negative” puppet role. Ask the children the

questions after they try the solutions.

Teaching Problem

Solving

Behavior

Expectations &

Rules

Material Activities Pyramid

Model Module

Problem Solving Activities

Try it out!

Using the role plays with the solutions that the

children have generated to help children identify

what solution would be the best to try first.

Have the children think about which solution would

have positive consequences and then give it a try.

Problem Solving Puppets (Girl & Boy)

Reinforce the problem solving steps by creating a

paper bag puppet with Problem Solving Girl and Boy.

These are included in the Activity Nook with page

version of Problem Solving with the girl and boy.

Also included are mini solution kit cards

Important! Children will not attempt to use problem solving

unless they have seen it modeled, a teacher encourages and

helps children through the steps in actual situations and

gives specific praise to children giving it a try.

Teaching Problem

Solving

Behavior

Expectations &

Rules

Material Activities Pyramid

Model Module

Visuals: Pictures, Illustrations for Routines & Schedules

Stop/Go Signs

The stop/go signs are used as a visual cue to indicate to the child

that an area is open/closed or to stop at a certain point. They can

be flipped from the “stop” side to the “go” side to serve as a

visual reminder around the classroom. For instance, stop/go

signs can be used on exit doors, on the front of the computer

when it is not in use, on cabinets, in centers that are closed/open,

on equipment, etc. Stop signs can also be used at the end of an

activity (such as clean up time),

Behavior

Expectations &

Rules

High Quality

Supportive

Environments

Visuals & Cue Cards

Visual strategies, including cue cards, can be used to prevent

challenging behavior. Visuals are static, meaning that they

remain present after words are spoken and children can refer to

them once the spoken words are no longer present. They can act

as a cue to teach appropriate behavior or new skills for children

who are having challenging behavior.

When using cue cards:

Make sure you have the child’s attention before

directing/cueing

Give the child an opportunity to respond

Give only one directional cue at a time

Follow through with positive acknowledgement

Cue cards can be placed on a ring and attached to a key ring,

necklace, or belt loop for easy access or placed on a poster for the

class schedule, rules or routine.

Schedules &

Routine

Behavior

Expectations &

Rules

Building Positive

Relationships

High Quality

Supportive

Environment

Directions &

Feedback

Teaching

Friendship Skills

Teaching Problem

Solving

Material Activities Pyramid

Model Module

Resources for Teachers/Caregivers and Families

Pyramid Model Handouts for Teachers

Impact of a Quality & Supportive Classroom

Environment Use this guide to think about your classroom in terms of how it

supports learning, engagement & interaction between you and

your students:

• Classroom arrangement

• Classroom décor & materials organization

• Teaching strategies used: large group, small group, centers

& individual activities

• Effects of all the above on classroom behavior & individual

child behavior

Transition Tricks, Tips & Ideas Use this guide to think about your classroom in terms of all the

types of transitions your children have to make across the day.

The handout is full of ideas to ease transitions by:

• Minimizing the number of transitions

• Limiting the amount of time in transition

• Giving children a warning before a transition occurs.

• Minimizing the entire class transitioning at the same time

• Teach children about the expectations for transitions.

Individualize the instruction and cues provided to children.

•

Teacher, Teacher He is Making Fun of Me! Use this guide to think about teaching children about the

emotions involved when tattling & teasing in the classroom.

Think about new skills you can teach children to lessen tattling

& teasing in the classroom such as:

• Teach children how to identify feelings & to know when

they need to calm down (see Tucker Turtle)

• Teach the difference between reporting & tattling

• Teach children problem solving skills to work through their

peer problems

• Have children write the information down for you to

respond to later, have them identify how the behavior they

are writing about made them feel

• Teach children how to make compliments & work together

Schedules &

Routine

Behavior

Expectations &

Rules

High Quality

Supportive

Environment

Teaching

Friendship Skills

Teaching Problem

Solving

Material Activities Pyramid

Model Module

Resources for Teachers/Caregivers and Families: Routine Based Classroom & Family

Support Guides

The Routine Based Support Guide is a manual developed to

assist teachers in problem-solving a plan to support young

children who are having challenging behavior. It helps

teachers to select strategies to make the behavior irrelevant,

inefficient, and ineffective by selecting prevention strategies,

teaching new skills, and changing responses in an effort to

eliminate or minimize the challenging behavior.

The Guide is organized into the routines and activities that

would typically occur in an early childhood program.

1. The first column in each routine is titled "Why might

the child be doing this?" This column provides ideas

that will assist teachers in thinking about what the child

is communicating through his/her challenging behavior.

2. Once the teacher is able to identify what the child is

communicating the behavior (i.e., the function of the

behavior), he/she can proceed developing a plan of

support by then examining the next column in the chart,

"What can I do to prevent the problem behavior?" The

prevention column provides strategies that will help the

child participate in the routine without having

challenging behavior.

3. The next column "What can I do if the problem

behavior occurs?" provides ideas on how the teacher

can respond in a way that does not maintain the

problem behavior.

4. Finally, "What new skills should I teach?" suggests

new skills to teach to replace the challenging behavior.

It is important to use all of the columns in the guide

(function, prevention strategies, ways to respond to behavior,

and new skills) to develop a support plan that will be

effective for the child.

A blank section is provided at the end of each routine chart to

encourage teachers to develop their own ideas if the

suggestions that are provided do not fit the child/situation of

concern.

The Early Elementary Classroom Routine Guide is

organized the same way as The Routine Based Classroom

Support Guide (toddlers and pre-k) & is adapted for the

different activities and demands of early elementary

classrooms (K-2nd

). The guide provides suggestions for the

school setting across the day.

Building Positive

Relationships

Teaching Problem

Solving Skills

Behavior

Expectations &

Rules

Material Activities Pyramid

Model Module

Resources for Teachers/Caregivers and Families: Routine Based Classroom & Family

Support Guides

The Family Routine Guide (available in Spanish) was

developed to assist parents and caregivers in developing a

plan to support young children who are using challenging

behavior. It includes strategies for the common routines

and activities that occur during the family’s week:

1. The first column in each routine is titled "Why might

my child be doing this?” This column provides ideas

that will assist parents/caregivers in thinking about

what the child may be communicating through his/her

challenging behavior.

2. Once the parent/caregiver is able to identify what the

child is communicating through challenging behavior

(i.e., the function), he/she can proceed with

developing a plan of support by then examining the

next column in the chart, "What can I do to prevent

the problem behavior?”. The prevention column

provides strategies that will help the child participate

in the routine without having challenging behavior.

3. The next column, "What can I do if the problem

behavior occurs?" provides the parent/caregiver with

ideas on how he/she can respond in a way that does

not maintain the problem behavior (or keep the

behaviors from happening).

4. Finally, "What new skills should I teach?” suggests

new skills to teach to replace the challenging

behavior.

Many of the strategies mentioned in the guide are quick and

easy to implement. It is important to use all of the columns in

the guide (function or why, prevention strategies, ways to

respond to behavior, and new skills) to develop a support

plan that will be effective for your child. The guide provides

ideas about commonly occurring situations and children’s

behavior. Please note that this list many not address all

situations or reasons the child is using challenging behavior.

If the child’s purpose of challenging behavior is not

represented on the chart, the parent is encouraged to write

down the purpose and then think of prevention strategies,

new skills to teach, and ways to respond to behavior.

Building Positive

Relationships

Teaching Problem

Solving Skills

Behavior

Expectations &

Rules

Material Activities Pyramid

Model Module

Resources for Teachers/Caregivers and Families: Routine Based Classroom & Family

Support Guides

The Early Elementary Family Routine Guide is organized

in the same way as the Family Routine Guide but the daily

routines are based on what a school aged child would do each

day.

Building Relationships-Infant Routine Guide was

developed to assist parents and caregivers in building

relationships with their infants as well as in developing a

plan to support their infants. The guide includes strategies for

common routines and activities that occur during a family’s

week.

Building Positive

Relationships

Teaching Problem

Solving Skills

Behavior

Expectations &

Rules

Other Resources for Families to Use with the Pyramid Model

Positive Solutions for Families (English & Spanish)

This brochure provides parents with eight practical tips they can use when their young children exhibit challenging behavior. These tips are for all families and includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life These tips are used in Team Tennessee’s family support groups: Pillars of Positive Solutions for Families

Building Positive

Relationships

Teaching Problem

Solving Skills

Behavior

Expectations &

Rules

CSEFEL: What Works Briefs

These 22 articles discuss “Effective Practices for Supporting

Children's Social-Emotional Development and Preventing

Challenging Behaviors.”

The briefs describe practical strategies, provide references to

more information about strategies that can assist caregivers,

support providers and teachers working with children. The

Briefs also include a one-page handout that highlights the

major points of each brief and might be used for parents.

Material Activities Pyramid

Model Module

Other Resources for Families to Use with the Pyramid Model

TACSEI: Backpack Connection Series This parent handout series was created by TACSEI to give

teacher a way to partner with parents to connect Pyramid

Model skills to the home and help young children develop

social emotional skills and reduce challenging behavior.

• Teachers can send a handout home in each child’s

backpack when a specific activity or skill is introduced to

the class

• Teachers/Home Visitors/Providers can send (give) specific

topic handouts to give ideas on how to use the strategy or

skill at home.

• There are 25 different topics.

Building Positive

Relationships

Teaching Problem

Solving Skills

Behavior

Expectations &

Rules

Zero to Three Age-Based Development Handouts These 9 handouts assist providers & parents know what to

expect developmentally as their infant/toddler grows (from

birth to 36 months).

The following websites are full of resources for Teachers/Caregivers and Parents:

Center on the Social Emotional and Foundations for Early Learning (CSEFEL) – http://csefel.vanderbilt.edu/

Technical Assistance Center on Social Emotional Intervention (TACSEI) –

http://challengingbehavior.fmhi.usf.edu/

The Pyramid Model Consortium

http://www.pyramidmodel.org/

Team Tennessee http://teamtn.tnvoices.org/

Zero to Three

http://www.zerotothree.org/

The content of this guide was adapted by Team Tennessee using the above websites & the following

resources:

Joseph, G. & Strain, P. (2003). Social emotional teaching strategies. Administration for Children, Youth, and

Families. www.csefel.vanderbilt.edu

Lentini, R., Vaughn, B. J., & Fox, L. (2004). Routine Based Support Guide for Young Children with

Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior

Support.

Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children

with Challenging Behavior. Tampa, Florida: University of South Florida,

Early Intervention Positive Behavior Support.

Creation of these materials is supported by the Child Care Consultation grant through the Tennessee Department of Mental Health and Substance Abuse Services.(2014)