Skip to Main Content

Understand Program-Wide Adoption

Program-Wide Adoption Menu



  • Teleconference on Program-Wide PBS: The Pyramid Model
    Lise Fox and Mary Louise Hemmeter

    What is program-wide PBS (Positive Behavior Support) for early childhood? Is it different from the school-wide PBS effort that is being implemented across the nation? How is it related to the adoption of the Pyramid Model? This web and teleconference event included an on-line presentation and teleconference question and answer discussion about program-wide adoption of the Pyramid Model and its relationship to PBS. (May, 2009)

  • Implementing Positive Behavior Supports within Local Systems
    The adoption of a program-wide, tiered model of social emotional and behavior intervention is being promoted as an effective practice, but what does it take administratively to ensure fidelity of implementation? Lise Fox of TACSEI provides a brief description of a program-wide model and introduces Linda Broyles of the Southeast Kansas Community Action Program (SEK-CAP) who describes the administrative actions necessary for program-wide model adoption, implementation fidelity, and sustaining the effort over time. Linda Broyles is the Deputy Director of SEK-CAP, Inc. and the Director of Early Childhood Services and has championed the program-wide adoption of Positive Behavior Support within her regional Head Start program that is currently in its 7th year of implementation. (January, 2008)



  • Benedict, E. A., Horner, R. H., Squires, J.  (2007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27, 174-192.
  • Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58, 48-52.
  • Fox, L., & Hemmeter, M. L. (2009).  A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp.177-202).  New York: Springer.
  • Fox, L. & Little, N. (2001). Starting early: School-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3, 251-254.
  • Hemmeter, M.L., Fox, L., Jack, S., Broyles, L., & Doubet, S.  (2007). A program-wide model of positive behavior support in early childhood settings.  Journal of Early Intervention, 29, 337-355.
  • Hemmeter, M. L., Ostrosky, M., & Fox, L.  (2006).  Social and emotional foundations for early learning:  A conceptual model for intervention.  School Psychology Review, 35(4), 583-601.
  • Fox, L., & Lentini, R. H.  (2006). You got it!: Teaching social and emotional skills.  Young Children, 61(6), 36-42.
  • Fox, L., & Clarke, S.  (2006).  Aggression?  Using positive behavior support to address challenging behavior.  Young Exceptional Children Monograph Series, 8, 42-56.
  • Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14
  • Stormont, M., Lewis, T.J., & Beckner, R. (2005).  Positive behavior support systems: Applying key features in preschool settings.  Teaching Exceptional Children, 37 (July/August), 42-49.