Research Terms
Education Preschool Education Special Education
Keywords
Challenging Behavior Covid-19 -Supporting Children Early Childhood Education Early Childhood Special Education Positive Behavior Support Pyramid Model Social Emotional Competence
Journal Articles
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms Topics in Early Childhood Special Education, 36, 133-146.
Kincaid, D., Dunlap, G., Kern, L., Lane, K. L., Bambara, L. M., Brown, F, Fox, L., & Knoster, T. P. (2016). Positive Behavior Support A Proposal for Updating and Refining the Definition. Journal of Positive Behavior Interventions, 18,69-73.
Snyder, P. A., Hemmeter, M.L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133-143.
Snyder, P. A., Hemmeter, M. L., Fox, L., Bishop, C. C., & Miller, M. D. (2013). Developing and Gathering psychometric evidence for a fidelity instrument the Teaching Pyramid Observation Tool–Pilot Version. Journal of Early Intervention, 35, 150-172.
Fox, L., Clarke, S., & Dunlap, G. (2013). Helping families address challenging behavior: Using positive behavior support in early intervention. Young Exceptional Children Monograph Series No. 15, 59-75.
Fox, L., Lentini, R., Binder, D. P. (2013). Promoting the social-emotional competence of all children: Implementing the Pyramid Model program-wide. Young Exceptional Children Monograph Series No. 15, 1-13.
Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33, 333-343.
Fox, L., Hemmeter, M.L., Snyder, P. S., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for the promotion of young children’s social competence. Topics in Early Childhood Special Education, 31, 178-192.
Dunlap, G., Carr, E.G., Horner, R.H., Koegel, R.L., Sailor, W., Clarke, S., Koegel, L.K., Albin, R.W., Vaughn, B.J., McLaughlin, D.M., James, K.M., Todd, A.W., Newton, J.S., Lucyshyn, J., Griggs, P., Bohanon, H., Choi, J.H., Vismara, L., Minjarez, M.B., Buschbacher, P., & Fox, L. (2010). A descriptive, multi-year examination of positive behavior support. Behavioral Disorders, 35, 259-279.
Blair, K.S., Fox, L., & Lentini, R. (2010). Positive behavior support for young children with developmental and behavioral challenges: An evaluation of generalization. Topics in Early Childhood Special Education, 30, 68-79.
Fox, L., Carta, J., Stain, P. S., Dunlap, G., and Hemmeter, M. L. (2010). Response to Intervention and the Pyramid Model. Infants and Young Children, 23, 3-14.
Hemmeter, M.L., & Fox, L., (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12, 133-147.
Stahmer, A. C., Sutton, D. T., Fox, L., & Leslie, L. K. (2008). State Part C agency practices and the Child Abuse Prevention and Treatment Act (CAPTA). Topics in Early Childhood Special Education, 28, 99-108.
Duda, M., Clarke, S., Fox, L., & Dunlap, G. (2008). Implementation of Positive Behavior Support with a Sibling Set in the Home Environment. Journal of Early Intervention, 30, 213-236.
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.
Dunlap, G., & Fox, L. (2007). Parent-professional partnerships: A valuable context for addressing challenging behaviors. International Journal of Development, Disability and Education, 54, 273-285.
Powell, D., Fixsen, D., Dunlap, G., Smith, B., & Fox, L. (2007). A synthesis of knowledge relevant to service utilization and delivery for young children with or at risk of challenging behavior. Journal of Early Intervention, 29, 81-106.
Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and intervention with young children’s challenging behavior: A Summary of current knowledge. Behavioral Disorders, 32, 29-45.
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.
Dunlap, G., Ester, T., Langhans, S., & Fox, L. (2006). Functional communication training with toddlers in home environments, Journal of Early Intervention, 29, 81-97.
Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants and Young Children, 19(1), 25-35.
Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.
Buschbacher, P., Fox, L., Clarke, M. (2004). Recapturing desired family routines: A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.
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 (4), 48-52.
Buschbacher, P., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 217-227.
Lang, M. & Fox, L. (2003). Breaking with tradition: Providing effective professional development for instructional personnel supporting students with severe disabilities, Teacher Education and Special Education, 26 (1), 17-26.
Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and consideration for behavior support. Journal of Positive Behavior Interventions, 4, 208-217.
Fox, L., Vaughn, B. J., Wyatte, M. L., & Dunlap, G. (2002). “We can’t expect other people to understand”: Family perspectives on problem behavior. Exceptional Children, 68(4), 437-450.
Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavior Disorders, 10(3), 149-157.
Fox, L. & Little, N. (2001). Starting early: School-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3, 251-254.
Fox, L. & Dunlap, G. (2002). Family-centered practices in positive behavior support. Beyond Behavior, 11, 24-25.
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16
Fox, L., Dunlap, G., & Benito, N. (2001). Vincent’s Story: From Head Start to Fourth Grade. Beyond Behavior, 11, 5-6.
Dunlap, G., Newton, J. S., Fox, L., Benito, N., & Vaughn, B. (2001). Family Involvement in Functional Assessment and Positive Behavior Support. Focus on Autism and Other Developmental Disabilities, 16, 215-221.
Recent Books and Chapters
Hemmeter, M.L., Fox, L., Strain, P., Hardy, J. K., & Joseph, J. (in press). How do we design and implement tier 2 instructional supports to promote social emotional outcomes and prevent challenging behaviors? In J. Carta and R.M. Young (Eds), Multi-Tiered Systems of Support: Guide for response to intervention in early education. Baltimore: Paul H. Brookes.
Fox, L., Smith, B. J., & Law, D. P. (in press). How do we scale-up multi-tiered systems of support? In J. Carta and R.M. Young (Eds), Multi-Tiered Systems of Support: Guide for response to intervention in early education. Baltimore: Paul H. Brookes
Dunlap, G., Strain, P.S., Lee, J.K., Joseph, J. D., Vatland, C., & Fox, L. (2017). Prevent-Teach-Reinforce for families: A model of individualized positive behavior support for home and community. Baltimore: Paul H. Brookes.
Hemmeter, M.L., Fox, L., & Hardy, J. (2016). Supporting the Implementation of Tiered Models of Behavior Support in Early Childhood Settings. In Brian Reichow, Brian A. Boyd, Erin E. Barton, Samuel L. Odom (Eds.), Handbook of Early Childhood Special Education (pp. 247-265). New York: Springer Publishing.
Westling, D. L., Fox, L., & Carter, E. (2015). Teaching Students with Severe Disabilities. Fifth edition. Prentice Hall/Merrill Publishing.
Vaughn, B.J., & Fox, L. (2015). Cultural and contextual fit: Juan’s family as active team members In F. Brown, J. Anderson, & R. DePry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp.433-446). Baltimore, MD: Paul H. Brookes Publishing.
Dunlap, G., & Fox, L. (2014). Positive behavior support, Early Childhood Intervention. In C. R. Reynolds, K. J. Vannest, and E. Fletcher-Janzen (Eds). Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals, volume 1, fourth edition (p. 905). Hoboken, NJ: John Wiley & Sons, Inc.
Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults Disabilities and Other Exceptional Individuals, Volume 1, 4th Edition
Fox, L., Hemmeter, M.L., & Snyder, P. S. (2014). Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT™), Research Edition. Baltimore: Paul H. Brookes.
Hemmeter, M.L., Fox, L., & Snyder, P. S. (2014). Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT™) Manual, Research Edition. Baltimore: Paul H. Brookes.
Fox, L., Hanline, M.F., Woods, J.J., & Mickelson, A. M. (2014). Early intervention and early education. In M. Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future (pp.133-154). Baltimore: Paul H. Brookes.
Dunlap, G., & Fox, L. (2013). Supportive interventions for young children with social, emotional, and behavioral delays and disorders. In H.M. Walker & F.M. Gresham (Eds.), Evidence-based practices for addressing school-related behavior problems and disorders (pp. 503-517). New York: Guilford Press.
Hemmeter, M.L., Fox, L., & Snyder, P. (2013). The Teaching Pyramid: A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention (RTI) in early childhood (pp. 85-101). Baltimore: Paul H. Brookes.
Dunlap, G., Strain, P., & Fox, L. (2012). Positive behavior support and young people with autism: Strategies of prevention and intervention. In B. Kelly & D.F. Perkins (Eds.), The Cambridge handbook of implementation science for educational psychology (pp. 247-263). New York: Cambridge University Press
Fox, L., (2010). Helping families address challenging behavior and promote social development. In R. A. McWilliam (Eds.), Working with Families of Young Children with Special Needs (p. 237-259). New York: Guilford.
Dunlap, G., & Fox, L. (2009). Positive behavior support and early intervention. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 49-72). New York: Springer.
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.
Westling, D. L. & Fox, L. (2009). Teaching Students with Severe Disabilities fourth edition. Prentice Hall/Merrill Publishing.
Director |
Lise Fox |
Phone | (813) 974-4612 |
Website | https://flfcic.cbcs.usf.edu/index.html |
Mission | The Florida Center for Inclusive Communities (FCIC) was established in October 2005 through a University Centers for Excellence in Developmental Disabilities Education, Research, and Service grant award from the Administration on Intellectual and Developmental Disabilities. Through leadership in research and evaluation, capacity building, training, and practice the FCIC is committed to developing a range of supports and services in the areas of Community Supports, Early Childhood, Education, Employment, Health, and Interdisciplinary Training. The mission of the Florida Center for Inclusive Communities is to provide training, technical assistance, research, systems change, and dissemination activities focused on supporting individuals with developmental disabilities to:
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National Center for Pyramid Model Interventions: Young Children's Social-Emotional Development
Director |
Lise Fox |
Phone | |
Website | https://challengingbehavior.org/about/center/ |
Mission | NCPMI envisions a world where all young children will have a positive future through the promotion of their social emotional competence in equitable and inclusive environments. The National Center for Pyramid Model Innovations (NCPMI) is funded by the Office of Special Education Programs to improve and support the capacity of state systems and local programs to implement an early childhood multi-tiered system of support to improve the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental disabilities or delays. The goals of the Center are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. |
National Technical Assistance Center on Social Emotional Intervention for Young Children
Director |
Lise Fox |
Phone | 813-974-6445 |
Website | http://cfs.cbcs.usf.edu/projects-research/detail.cfm?id=40 |
Mission | Generate hope and solutions for the complex issues confronting individuals, children, families and communities through leadership in research and evaluation, theory, policy, and practice innovation. Support the development of new knowledge and innovative practices through research. Advance the effective application of the best available practices in communities and agencies through education, training, dissemination, consultation, evaluation, advocacy, and collaboration. Demonstrate a sensitivity to and understanding of the cultural, economic, and social diversity of our society through the manner in which we conduct our work and the outcomes of that work. Promote accountability and improvement of services through supporting and influencing local, state, and federal policy-making bodies, funding agencies, communities and neighborhoods, and other organizations that support individuals and families.
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Year: | 2018 |
Link Address: | https://challengingbehavior.cbcs.usf.edu/Training/Webinar/archive/2018/09-11/2018-09-11_All-hands-on-deck.html |
Source: | upload |
Year: | 2020 |
Link Address: | https://challengingbehavior.cbcs.usf.edu/Training/Webinar/archive/2020/04-17/2020-04-17_covid19.html |
Source: | upload |
Year: | 2015 |
Link Address: | https://www.youtube.com/watch?v=jdYXtB_GiuM |
Source: | upload |
Duration: | 00:14:37 |
Year: | 2015 |
Link Address: | https://aucd.adobeconnect.com/_a1005431686/pbis/ |
Keywords: | positive behavior support, early childhood |
Source: | upload |
Duration: | 00:41:36 |
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