# TEACHING PYRAMID INFANT-TODDLER OBSERVATION SCALE ## ATP ## ITOS TM ## for INFANT-TODDLER CLASSROOMS MANUAL RESEARCH EDITION --- ## Teaching Pyramid **Infant–Toddler Observation Scale** (TPITOS™) for Infant–Toddler Classrooms Manual, Research Edition by Kathryn M. Bigelow, Ph.D. University of Kansas Judith J. Carta, Ph.D. University of Kansas Dwight W. Irvin, Ph.D. University of Kansas Mary Louise Hemmeter, Ph.D. Vanderbilt University --- Copyright © 2019 by Paul H. Brookes Publishing Co., Inc. All rights reserved. --- ## Contents - About the TPITOS Excel Scoring Spreadsheets.....vi - About the Authors.....vii - Acknowledgments.....ix 1. **Introduction to the Teaching Pyramid Infant–Toddler Observation Scale** .....1 2. **Overview of the Pyramid Model and the Teaching Pyramid Infant–Toddler Observation Scale** .....7 3. **Using the Teaching Pyramid Infant–Toddler Observation Scale** .....13 4. **Teaching Pyramid Infant–Toddler Observation Scale Scoring Guidance** .....27 5. **Scoring the Teaching Pyramid Infant–Toddler Observation Scale and Summarizing Results** .....61 6. **Using the Teaching Pyramid Infant–Toddler Observation Scale to Support Implementation of Effective Practices: Case Studies** .....77 - References.....87 - Appendix A: Key to Teaching Pyramid Infant–Toddler Observation Scale Items and Abbreviations.....89 - Appendix B: Indicators That Can Be Scored Not Applicable.....91 --- ## About the Authors ### Kathryn M. Bigelow, Ph.D. Kathryn M. Bigelow is Assistant Research Professor at the Juniper Gardens Children’s Project in the Life Span Institute at the University of Kansas. Her research focuses on interventions for culturally and linguistically diverse children and families experiencing multiple risks, ### Judith J. Carta, Ph.D. Judith J. Carta is Senior Scientist in the Life Span Institute, Professor of Special Education, and Associate Director of the Juniper Gardens Children’s Project at the University of Kansas. ### Dwight W. Irvin, Ph.D. Dwight W. Irvin is Assistant Research Professor at the Juniper Gardens Children’s Project in the Life Span Institute at the University of Kansas. His research focuses on the use of wearable sensors to better understand the link between adult–child and child–peer interactions. ### Mary Louise Hemmeter, Ph.D. Mary Louise Hemmeter is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, and challenging behavior and on coaching teachers. --- ## CHAPTER 1: Introduction to the Teaching Pyramid Infant–Toddler Observation Scale The Teaching Pyramid Infant–Toddler Observation Scale (TPITOS) is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings. The TPITOS provides a classroom snapshot of the adult behaviors and classroom-environment variables associated with supporting and promoting the social-emotional development of infants and toddlers. The Pyramid Model includes universal, secondary, and tertiary teaching practices. ### THE IMPORTANCE OF SOCIAL-EMOTIONAL DEVELOPMENT In the United States today, growing numbers of children are attending quality pre-kindergarten programs, which greatly enhances children’s likelihood of success when they enter primary school. Unfortunately, thousands of preschoolers are suspended or expelled from preschool each year and miss the opportunity to benefit from preschool. ### ORGANIZATION OF THE TPITOS The TPITOS Scoring Form includes three types of items: Observational Items, Interview Items, and Red Flags. Each Item includes two to nine Indicators that describe a specific aspect of teacher behavior. Observers score each Indicator based on their observation of the teacher demonstrating the practice during the 2-hour observation or from the teacher’s interview responses. ### ADMINISTRATION OF THE TPITOS An observer carrying out a TPITOS observation will follow and record the behavior of one specific teacher on the practice items within four different routines for a 2-hour period: free play, structured group activity, care routines, and outdoor activities. --- ## POTENTIAL USES OF THE TPITOS The TPITOS data may be used to identify and make explicit the specific competencies that promote social-emotional development and to monitor growth relevant to teacher competencies or quality-improvement initiatives. The TPITOS can also be used in research studies to measure implementation fidelity and change over time. --- ## RESEARCH BACKGROUND OF THE TPITOS The first few years of a child’s life are a critical time. Approximately 10%–15% of children between birth and 5 years of age experience social-emotional difficulties that negatively affect their functioning and school readiness. Interventions focused on children’s early caregiving interactions can alleviate or reverse adverse effects of poverty on children’s social-emotional development. --- "An innovative and invaluable tool for teachers in infant–toddler classrooms to create a warm and responsive environment and to improve children’s social-emotional skills." — Jane Squires, Ph.D. --- ISBN-13: 978-1-68125-242-1 ISBN-10: 1-68125-242-2