On this page, you will find our top resources for Infant and Early Childhood Mental Health Consultants, and Pyramid Model trainers and coaches to support and enhance your work with early childhood teachers, and providers, as well as the families they serve.
This onboarding series is designed to prepare IECMHC consultants for their roles in Maryland. The videos consist of asynchronous trainings that provide an overview of the components of this work. These trainings aim to equip consultants with the necessary knowledge and skills to support children, educators, and families effectively
The Outcome Monitoring System (OMS) is the State of Maryland’s mandatory data collection system for consultation work across the state.
This resource video from the Center of Excellence for Infant & Early Childhood Mental Health Consultation (CoE for IECMHC) provides valuable information about Infant and Early Childhood Mental Health Consultation (IECMHC). The video serves as an introduction to the Center’s mission and highlights the technical assistance and professional development available to programs, communities, states, territories, and tribal communities.
The Center of Excellence for Infant & Early Childhood Mental Consultation (CoE) is a national center that promotes young children’s mental health, their families, and early childhood staff through high-quality consultation. The CoE advances the field by providing training, technical assistance, and resources.
Zero to Three is a national nonprofit organization dedicated to early childhood development for infants and toddlers. Its mission is to ensure that all babies and toddlers have a strong start in life by providing essential tools, policies, and resources for parents, professionals, and policymakers. This page will direct you to valuable resources focused on understanding Infant and Early Childhood Mental Health (IECMH), which encompasses the developing capacity of infants and young children to form close and secure relationships, manage and express a full range of emotions, and explore their environment—all within the context of family, community, and culture.
These modules provide the types and content of training that would be most useful in addressing the social-emotional needs of young children. These modules have been used nationally to provide training on Pyramid Model practices within various settings. Each module package includes a presentation script, slides, videos, activity descriptions, and handouts.
The Pyramid Model Implementation Checklist is a tool designed to be used by practitioners to identify training and/or classroom implementation needs in seven areas: Responsive Relationships; Predictable Daily Schedules; Creating Effective Classroom Routines; Teaching Behavior Expectations across Classroom Routines; Teaching Social and Emotional Skills; Systematic Instructional Strategies; and Function-Based Assessment and Intervention Planning. The checklist encourages individual self-reflection and discussion between classroom teachers and practitioner coaches.
The Pyramid Model Equity Coaching Guide provides the classroom coach with a reflection tool to examine the implementation of Pyramid Model practices through the lens of culturally responsive practices and identification of implicit bias.
Guided action plans are flexible templates designed to help Pyramid Model coaches and practitioners to create collaborative goals for implementing the Pyramid Model. This resource assists in developing action plans that outline desired child outcomes, specific implementation strategies, and the steps necessary to carry out Pyramid Model practices.
This sample agreement provides a context for having a discussion about the coaching partnership. The editable form allows a coach and teacher to individualize the agreements to meet their coaching relationship needs.
The Pyramid Model Implementation Checklist is a tool designed to be used by practitioners to identify training and/or classroom implementation needs in seven areas: Responsive Relationships; Predictable Daily Schedules; Creating Effective Classroom Routines; Teaching Behavior Expectations across Classroom Routines; Teaching Social and Emotional Skills; Systematic Instructional Strategies; and Function-Based Assessment and Intervention Planning. The checklist encourages individual self-reflection and discussion between classroom teachers and practitioner coaches.
The Leadership Team can use this document to guide the three steps of data review and decision-making (Look-Think-Act). The guide provides the information on the data to review, the questions to consider, and potential actions. This guide is used with the data summaries of the Program Coaching Log.
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