Use of the Pyramid Model for supporting preschool refugees

Abstract

Response to intervention is being applied to early childhood settings for the support of positive behavioural and social development through the Pyramid Model [Fox, L., Carta, J., Strain, P.S., Dunlap, G., & Hemmeter, M.L. (2010). Response to intervention and the pyramid model. Infants and Young Children, 23(1), 3–13]. This qualitative study assessed the use of the Pyramid Model for preschool-aged refugee children living in a refugee resettlement community. Many young refugee children have experienced trauma [George, M. (2010). A theoretical understanding of refugee trauma. Clinical Social Work Journal, 38, 379–387], and some experience behavioural and social challenges [Almqvist, K., & Brandell-Forsberg, M. (1997). Refugee children in Sweden: Post-traumatic stress disorder in Iranian preschool children exposed to organized violence. Child Abuse and Neglect, 21(4), 351–366]. Twenty-five preschool service providers were interviewed about their use of the Pyramid Model for the support of preschool refugee students. Themes to be shared include how early childhood educators are implementing the practices outlined in the Pyramid Model along with strategies for adapting recommended practices to meet the needs of refugee families.