# Teaching Pyramid

## Infant–Toddler Observation

**™**

# Scale (TPITOS)

### for Infant–Toddler Classrooms

#### RESEARCH EDITION

Kathryn M. Bigelow, Judith J. Carta, Dwight W. Irvin, and Mary Louise Hemmeter

##### Introduction
The Teaching Pyramid Infant–Toddler Observation Scale (TPITOSTM) for Infant–Toddler Classrooms, Research Edition, is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler classrooms. The TPITOS provides a snapshot of the adult behaviors and classroom environment variables associated with supporting and promoting the social-emotional development of infants and toddlers.

The TPITOS Scoring Form is made up of Items, or categories, of teacher practices. The three types of Items are 1) Observational Items, 2) Interview Items, and 3) Red Flags.

#### Observation Types
- **Observational Items:** Practices observed through direct observation.
- **Interview Items:** Practices reported by the observed teacher during the follow-up interview.
- **Red Flags:** Practices that are not consistent with the Pyramid Model.

There are 13 Observational and Interview Items. Within each of these Items are two to nine Indicators that describe a specific aspect of teacher behavior. There are 11 Red Flags, each of which includes examples and nonexamples of the Red Flag behavior.

The TPITOS is completed based on a 2-hour observation of an individual teacher in an infant or toddler classroom (birth to 3 years) and a follow-up interview with the teacher being observed. The goal is to follow and record the behavior of one teacher across as many routines as possible.

### Using the TPITOS Scoring Form
The observed conditions in a classroom should be representative of typical conditions for that setting. Observation times should be structured so that the teachers and children present, and the routines observed, are typical for that setting. Ideally, at least three children should be present, and at least three different routines should be observed during the 2-hour observation. When multiple routines are not observed, it will then be important to determine if more observation time is needed.

#### Before Starting the Observation
Prior to starting the observation, complete page 1 of the TPITOS Scoring Form and add the following: 1) date of observation, 2) program/center, 3) classroom, 4) teacher name or identification code (ID), 5) observer name or ID, 6) start time of the observation, 7) number of adults present when the observation begins, 8) number of children present when the observation begins, and 9) age range of the children present.

### During the Observation
During the observation period, it is recommended that observers take extensive notes on the practices teachers use within each routine. Then, after the observation and interview, observers should use these notes to score the Indicators in the TPITOS Scoring Form.

### Schedule of Activities
The grid below provides a place for you to record information as you conduct the observation, including the activities or routines observed, their start and end times, total length of time observed in each routine, and any notes regarding those activities.

#### Teacher provides opportunities for communication and building relationships.

|   | INDICATOR | FREE PLAY | STRUCTURED GROUP | CARE ROUTINES | OUTDOORS | Y/N | NOTES |
|---|-----------|-----------|------------------|---------------|----------|-----|-------|
| CBR1 | Teacher talks often to individual children. | Y | Y | Y |  |  | Y |
| CBR2 | Teacher joins in children's activities and follows the child's lead. | Y | N | Y |  |  | Y |
| CBR3 | Teacher comments on children's interests. | Y | N | Y |  |  | Y |
| CBR4 | Teacher imitates children’s vocalizations. | Y | Y | Y |  |  | Y |
| CBR5 | Teacher listens and responds to children. | Y | Y | Y |  |  | Y |
| CBR6 | Teacher encourages communication through positive statements. | Y | Y | N |  |  | Y |
| CBR7 | Teacher provides opportunities for children to initiate social interactions. | Y | N | N |  |  | N |
| CBR8 N/A | Teacher uses alternative strategies for communicating with children. |  |  |  |  |  | N/A |

### Teacher responds to children in distress and manages challenging behaviors.

|   | INDICATOR | FREE PLAY | STRUCTURED GROUP | CARE ROUTINES | OUTDOORS | Y/N | NOTES |
|---|-----------|-----------|------------------|---------------|----------|-----|-------|
| RDC1 N/A | Teacher’s tone remains calm during distressful episodes. | Y | Y | N/A |  |  | Y |
| RDC2 N/A | Teacher immediately responds to children in distress. | Y | Y | N/A |  |  | Y |
| RDC3 N/A | Teacher provides positive attention to toddlers when they calm down. | Y | Y | N/A |  |  | Y |
| RDC4 N/A | Teacher uses a challenging situation to help children recognize emotions. | N | N | N/A |  |  | N |
| RDC5 N/A | Teacher provides support for toddlers who are angry or upset. | Y | N | N/A |  |  | Y |
| RDC6 N/A | Teacher uses strategies like redirection with toddlers. | Y | Y | N/A |  |  | Y |
| RDC7 N/A | Teacher uses strategies to console children in distress. | Y | N | N/A |  |  | Y |

### Red Flags
Red Flags are practices that are inconsistent with the Pyramid Model. Circle Yes or No based on the presence or absence of Red Flags for the teacher, entire classroom, or both as indicated.

| PRACTICES | TEACHER | CLASSROOM | NOTES |
|---|---|---|---|
| 1. Children spend large amounts of time disengaged. | Yes | No |  |
| 2. Teacher rarely engages children. | Yes | No |  |
| 3. Teacher seldom makes eye contact. | Yes | No |  |
| 4. Staff expect children to be on the same schedule. |  | Yes | No |
| 5. Teacher uses flat affect. | Yes | No |  |
| 6. Teacher speaks harshly to children. | Yes | No |  |
| 7. Children seem generally unhappy. |  | Yes | No |  |
| 8. Distressed children are left unattended. | Yes | No | Yes | No |
| 9. Teacher uses punitive practices for problem behaviors. | Yes | No |  |

### Observational/Interview Items Scoring Summary

| Observational Items | A. Total number of Indicators scored Yes | B. Total number of Indicators scored No | C. Total number of Indicators scored (A+B) | D. Percentage of Indicators scored Yes(A/C*100) |
|---|---|---|---|---|
| 1 | 6 | 1 | 7 | 86% |
| 2 | 6 | 1 | 7 | 86% |
| 3 | 7 | 2 | 9 | 78% |
| 4 | 4 | 1 | 5 | 80% |
| 5 | 4 | 3 | 7 | 57% |
| 6 | 5 | 2 | 7 | 71% |
| 7 | 6 | 1 | 7 | 86% |
| 8 | N/A | N/A | N/A | N/A |
| 9 | 4 | 1 | 5 | 80% |
| 10 | 4 | 0 | 4 | 100% |
| 11 | 5 | 0 | 5 | 100% |
| 12 | 5 | 0 | 5 | 100% |
| 13 | 3 | 2 | 5 | 60% |
| TOTALS: | 59 | 14 | 73 | 81% |

### Red Flags Scoring Summary

| Red Flags Totals | A. Number of Red Flags scored Yes | B. Total Red Flags scored (Yes+No) | C. Percentage of Red Flags scored Yes(A/B*100) |
|---|---|---|---|
| Teacher | 0 | 6 | 0% |
| Classroom | 1 | 5 | 20% |
| Total | 1 | 11 | 9% |

#### Notes:

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