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Frequently Asked Questions

Are any of your resources translated to other languages? How do I find them?

At every tier of the Pyramid Model, practitioners and programs should consider strategies that welcome and support diverse families, including providing materials and communications in the family’s native language. With that goal, NCPMI is working on expanding our resource library as resources permit.

To find all resources in a specific language, go to the resource library and use the ‘Language’ filter option to select from one of the available languages.

Have you translated one of our resources? Share it with us so everyone can benefit! Contact Sarah Payton at

How can I order one of the CSEFEL DVDs (e.g. “Promoting Social Emotional Competencies” video)?

DVDs are no longer for being sold. The videos are available for viewing or download in our resource library.

How can I get printed copies of your resources or newsletters?

Unfortunately, we do not provide printed versions of our materials. Users are welcome and encouraged to print and share any of the resources on our website.

Can we post/share your resources on our website/social media/training?

Absolutely. Any resources on our website are free to link, share and reproduce, unless otherwise noted on the document (i.e. publications made by other national institutions). To learn more, please read our terms of use.

How is NCPMI related to the Pyramid Model training program in my state?

While NCPMI is a national technical assistance center supporting implementation of the Pyramid Model nationwide, some states have established their own state- and privately-funded program to support the implementation of the Pyramid Model. Both NCPMI and state Pyramid Model centers share the common mission of implementation of the Pyramid Model. These centers regularly use the NCPMI materials and may also participate in the annual NTI conference, which is hosted by NCPMI.

How does NCPMI support states and how do states apply for technical assistance?

NCPMI provides various TA opportunities, which vary in degree of intensity and subject matter, to meet a variety of state support needs. Types of TA include:

  • Targeted TA - less intensive and focused on information and guidance
  • Intensive TA - involves a 2-year commitment, readiness criteria for state implementation and scale-up, and our investment of substantial on-site support by NCPMI faculty

Information about individual TA opportunities and applications are available on the Technical Assistance page. TA opportunities will usually include an informational webinar that will address questions about the TA and application. The following year’s TA opportunities will be posted once available and may change as we respond to state needs and OSEP directives.

It can be a challenge to pull all our teachers together for live/on-site trainings. Are there any other options more convenient to our schedule limitations?

NCPMI collaborates with the Pyramid Model Consortium (PMC) as a training dissemination partner. PMC provides ePyramid modules for on-demand and self-paced learning. Please visit the PMC website for course info and pricing.

Do you do train the trainer trainings on the Pyramid Model?

No. There is no Train-the-Trainer sessions for module training. All materials are downloadable from the website, include trainers’ notes and script.

Do your online trainings provide certificates?

NCPMI webinars created after January 01, 2019 have a certificate of attendance. For webinars that we post provided by otherpartner organizations, please contact those groups with questions.

To receive the certificate of attendance, you must fill out the evaluation survey. The URL link to the survey is displayed at the end of the webinar recording. You will need to pause the video so that you can read and type the URL into another browser window. Note: Type the URL exactly as you see it. The URL is CASE SENSITIVE.

Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.

How can I attend a training on the Pyramid Model?

To see the available options for getting trained on the Pyramid Model and related topics, as well as reliability trainings, visit the Get Trained page.

How can I get trained and certified in TPOT or TPITOS?

To see the available options for TPOT and TPITOS reliability training, visit the Get Trained page.

I attended the TPITOS or TPOT reliability training at NTI a few years ago. I was wondering how often an administrator of the TPITOS or TPOT should attend training to continue being reliable?

We currently do not have a process outlined for a "refresher,” nor does the training certificate expire for TPOT or TPITOS. This could change in the future. If you are not actively using the tool, you might consider attending the training again after 2 years. Otherwise, the best way to stay current is to intentionally use the tool several times a year and to conduct a TPITOS with a colleague to examine your inter-rater reliability.

I have a child in my classroom with challenging behavior. Can NCPMI give me some advice on how to help this child?

The National Center for Pyramid Model Innovations seeks to improve and support the capacity of state systems and local programs to implement systems of support to improve the social, emotional, and behavioral outcomes of all children. In order to protect the best interests of all children, NCPMI does not provide individual behavioral consultation (including strategies and insight) without having background information, interacted with, or assessed the particular child. We do, however, encourage you to continue use NCPMI as a resource to assist you and your local program in providing support to children who are demonstrating persistent challenging behavior.

I need help with my child's challenging behavior or medical diagnosis.

We are unable to address questions specific to a child's individual diagnosis or behavior challenges. In the Pyramid Model, we guide programs to use Individualized Positive Behavior Support to develop and implement behavior interventions in collaboration with families. This is an approach that has been used with demonstrated success for children and adults with and without disabilities and has over three decades of research that has defined, documented, and tested the effectiveness of the approach. For more information on how this is used with young children, see these resources:

How does the Pyramid Model work with trauma-informed care?

Trauma informed care (TIC) and the Pyramid Model fit together very well. Across the country communities are coming together to become informed about the impact of trauma on the community and use a multi-stakeholder approach to address the effects of trauma by approaching the multiple issues of distressed community members in new ways (examining housing, behavioral health supports, services, etc.).

In the early childhood work, think of trauma-informed care as bringing a new lens to Pyramid Model implementation. To implement TIC, again, we build an effective workforce. All staff need to be trained on the impact of trauma, how to recognize the signs and symptoms of trauma, how to fully integrate knowledge about trauma into policies, procedures, and practices, and how to actively avoid re-traumatization. This builds on the foundation of the Pyramid, an effective workforce that knows how to respond and intervene with children who’ve experienced trauma. The nurturing and responsive relationships and high-quality supportive environments sections of the Pyramid Model provide children with safety and predictability. These are necessary ingredients for healing and recovery. Children who’ve experienced trauma often benefit from being able to identify and describe their feelings associated with traumatic experiences. They may need to be taught how to regulate their emotions and skills to cope with their feelings. Children can learn that the feelings associated with the experiences they have had are typical and that the experiences they have had are no fault of their own. Finally, for children who have experienced trauma, individualized interventions need to be developed, keeping in mind their unique experiences.

The implementation of the Pyramid Model with consideration of TIC had deep implications for the leadership team as they support Pyramid Model implementation. They should consider how practitioners will be trained to have an understanding of trauma impacts on children and their families, they might examine their collaboration and partnerships with infant and early childhood mental health consultants to more fully meet the needs of children and their families exposed to trauma, the team might consider adding staff wellness training and support to assist staff who have experienced trauma or who have caregiving fatigue or stress in the support of children exposed to trauma. Leadership teams might add the implementation of parent training and support components from the Pyramid Model (e.g., PIWI, positive solutions) that support families in their caregiving of children.

These are just a few ideas about how these two efforts are compatible.

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