# At-A-Glance

| What it assesses | Practitioners' implementation of teaching practices associated with the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children |
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| Components | TPOT Manual, Research Edition TPOT Forms (24-page form, sold in packs of 5) |
| Where it is conducted | Center- and school-based early childhood programs serving young children with and without disabilities-public preschool, private preschool, Head Start, and early childhood special education classrooms |
| Who conducts it | A trained observer (e.g., classroom coach, program director, technical assistance provider, research data collector) |
| When it is conducted | Flexible administration. Common practice includes at beginning, mid-point, and end of year. |
| Components of assessment | 2 hour-classroom observation 15-20 minute interview with the lead teacher |
| Number of items | Three subscales: 1. Key Practices-14 key practice items with 114 indicators 2. Red Flags-17 red flag items 3. Responses to Challenging Behavior-3 essential strategies for responding to challenging behaviors and 3 optional strategies |
| Sample item and responses | Key practice Item—Schedules, routines, and activities Indicator—Teacher has a posted classroom schedule of daily activities. Response: Yes/No Red flag—Teacher reprimands or admonishes children for expressing their emotions. Response: Yes/No Responses to Challenging Behavior essential strategy—Teacher implements developmentally appropriate strategies (e.g., redirection, planned ignoring) in response to challenging behavior. Response: Yes/No |
| Time to administer | Approximately 2.5 hours including observation and interview |
| Time to score | 30-45 minutes |
| Scores provided | 3 percentage scores 1) Key Practices-Percentage of practice indicators implemented. 2) Red Flags-Percentage of red flags marked. 3) Responses to Challenging Behavior-Number of challenging behavior incidents and percentage of essential response strategies implemented. |
| Training | Training is highly recommended for observers. Training will be offered through Brookes On Location |
| Research sample | Three separate studies with 174 total classrooms |

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# At-A-Glance

| Reliability | occasions. and over occasions of measurement. subscale | Inter-item correlations for key practice items reflecting general teaching practices ranged from 0.18 to 0.72 and for targeted teaching practices ranged from 0.13 to 0.81. Interrater score reliability and agreement was ≥ 0.89 for the Key Practices subscale and ≥ 0.84 for the Red Flags subscale. Interrater score reliability coefficients were generally acceptable for key practice items, exceeding 0.60 across each of three measurement Mean percentage scores demonstrated adequate stability for both individual differences Item-to-total score correlations ranged from 0.33 to 0.87. The median alpha value was 0.66 for the 14 key practices items. Coefficient alpha for the Key Practices subscale was 0.92 and 0.70 for the Red Flags |
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| Validity | and dimension scores. | Evidence based on relationships with other variables. Noteworthy relationships between scores for 10 of 14 TPOT key practices items and overall global classroom quality scores on Early Childhood Environment Rating Scale- Revised (ECERS-R; Harms, Clifford, & Cryer, 2005). Relationships between ECERS-R overall global classroom quality scores and the TPOT Red Flag subscale score moderate and negative. Correlations between five of the seven ECERS-R subscales and the Key Practices subscale were moderate, ranging from 0.43 to 0.55. Scores for TPOT Red Flags subscale had substantial negative relationships with scores for all Classroom Assessment Scoring System (Pianta, LaParo, & Hamre, 2008) domain |