{"product_id":"teaching-pyramid-infant-toddler-observation-scale-tpitos-tm-for-infant-toddler-classrooms-research-edition","title":"Teaching Pyramid Infant-Toddler Observation Scale (Tpitos(tm)) for Infant-Toddler Classrooms, Research Edition","description":"\u003cbr\u003e Available in packs of 5, these are the 28-page forms needed to conduct the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS(TM)) for Infantâ \"Toddler Classrooms observational assessment. A child's early teachers and caregivers play a vital role in supporting social-emotional development--and that's why more and more center-based infant and toddler programs are adopting the evidence-based \u003ci\u003ePyramid Model for Promoting Social Emotional Competence in Infants and Young Children\u003c\/i\u003e. If your program is one of them, TPITOS(TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity. \u003cp\u003e\u003c\/p\u003e Modeled after the Teaching Pyramid Observation Tool (TPOT(TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eHow It Works \u003c\/b\u003e\u003cbr\u003e A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items: 1) Observational Items (practices and environmental factors noted during the observation), 2) Interview Items (practices scored based on the teacherâ (TM)s responses during the interview), and 3) Red Flags (practices that are not consistent with the \u003ci\u003ePyramid Model\u003c\/i\u003e). Results of TPITOS show your program which \u003ci\u003ePyramid Model\u003c\/i\u003e practices are being implemented effectively--and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eTPITOS helps programs: \u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eEnsure effective implementation of the proven PBIS-based \u003ci\u003ePyramid Model \u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSupport professional development efforts in center-based infant-toddler settings \u003c\/li\u003e\n\u003cli\u003eStrengthen the practices of individual teachers or caregivers, classroom teams, and entire programs\u003c\/li\u003e\n\u003cli\u003eMonitor the success of quality improvement initiatives\u003c\/li\u003e\n\u003cli\u003eBuild a foundation for social-emotional competence in the critical first years of life\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e View our recorded webinar: \u003ci\u003eUsing the TPITOS™\u003c\/i\u003e presented by Kathryn M. Bigelow, Ph.D., and Dwight W. Irvin, Ph.D. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cb\u003eLearn more about TPITOS\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSee more resources on supporting children's social-emotional competence with the Pyramid Model. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eKathryn Bigelow, Ph.D.\u003c\/b\u003e, is an Assistant Research Professor at the Juniper Gardens Children's Project in the Institute for Life Span Studies at the University of Kansas. Her research focuses on interventions for culturally and linguistically diverse children and families experiencing multiple risks. Specifically, her work has addressed early childhood language and social-emotional development and the translation of evidence-based interventions for parents, care providers, home visitors, and early intervention providers within both center-based and home-based early childhood education programs. Dr. Bigelow's work in these areas maintains an emphasis on implementation fidelity, and how technology can promote engagement and enhance the implementation of evidence-based intervention. She has been the PI or Co-PI on projects focusing on child language promotion, and on parent engagement in home visiting. Currently, she directs, with Drs. Carta, Irvin, and Hemmeter, an Institute of Education Sciences-funded (IES) research project focused on developing the Infant-Toddler Pyramid Model, a three-tiered model to promote social-emotional outcomes for infants and toddlers, based on the TPITOS. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eJudith J. Carta, Ph.D.\u003c\/b\u003e, is a Senior Scientist in the Institute for Life Span Studies, Professor of Special Education, and the Interim Director of the Juniper Gardens Children's Project at the University of Kansas. Her research focuses on developing strategies to minimize the effects of poverty on children's outcomes, designing practices that teachers and parents can use to promote children's early learning and social-emotional development, methods for monitoring the progress of young children, and strategies for promoting family engagement in early intervention programs. She has been the PI of several multi-site research projects and centers funded by the National Institutes of Health, the Institute of Educational Sciences, and the Administration on Children and Families. She currently co-directs an IES-funded project to develop the Infant-Toddler Pyramid Model, a three-tiered model to promote social-emotional outcomes for infants and toddlers, based on the TPITOS. She was a member of the Federal Advisory Panel on Head Start Research and Evaluation, Division of Early Childhoodâ (TM)s Commission on Recommended Practices, and served as the Editor of \u003ci\u003eTopics in Early Childhood Special Education\u003c\/i\u003e as well as the boards of numerous scientific journals. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eDwight W. Irvin, Ph.D.\u003c\/b\u003e, is an Assistant Research Professor at the Juniper Gardens Children's Project in the Life Span Institute at the University of Kansas Medical Center. He was a Response to Intervention (RTI) in Early Childhood Postdoctoral Fellow at Juniper Gardens Children's Project and a Postdoctoral Scholar in Department of Education Leadership at the University of Kentucky. His research focuses on the use of wearable sensors to better understand the link between adult-child and child-peer interactions and the social competence of young children at-risk for or with identified disabilities in the classroom, home and community. \u003cp\u003e\u003c\/p\u003e Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. \u003cp\u003e\u003c\/p\u003e She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the \u003ci\u003ePyramid Model for Supporting Social Emotional Competence in Young Children\u003c\/i\u003e and practice-based coaching, a model for supporting teachers in implementing effective practices. \u003cp\u003e\u003c\/p\u003e She is currently the PI on on an IES-funded development project on programwide supports for implementing the \u003ci\u003ePyramid Model\u003c\/i\u003e, a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions. \u003cp\u003e\u003c\/p\u003e She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool (TPOT(TM)). She was a coeditor of the \u003ci\u003eJournal of Early Intervention\u003c\/i\u003e and President of the Council for Exceptional Childrenâ (TM)s Division for Early Childhood (DEC). She received the Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award. \u003cbr\u003e\u003cbr\u003e","brand":"Brookes Publishing Company","offers":[{"title":"Default Title","offer_id":50362426163474,"sku":"9781681252414","price":34.99,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_e4c8c94e-5123-4e25-8ff8-fcb35e635ef4.jpg?v=1728382903","url":"https:\/\/surprise-castle.myshopify.com\/products\/teaching-pyramid-infant-toddler-observation-scale-tpitos-tm-for-infant-toddler-classrooms-research-edition","provider":"Surprise Castle","version":"1.0","type":"link"}