Pyramid Classroom Certification: Getting the Base in Place! by Pyramid US Clinical Director, Catherine Horton, MS, SLP-CCC, BCBA

This year we have numerous teams across the United States working towards Pyramid Classroom Certification (PCC). This process combines comprehensive training and consultative guidance to support educational teams in building effective learning environments using the Pyramid Approach to Education (PAE) developed by Dr. Andy Bondy. The PAE provides an organized framework that focuses on teaching teams how to meet students’ individual learning needs by combining a unique blend of functional applied behavior analysis (ABA) and evidence-based strategies. This consultation and training package begins with a focus on the structural base elements of the Pyramid including implementation of functional activities, powerful reinforcement systems, functional communication/social skills and analysis of Contextually Inappropriate Behavior and replacements.  The later portion of the program focuses on the instructional elements that form the top of the Pyramid and include generalization, lesson formats, teaching/prompting strategies, error correction and data collection/analysis. One unique component of Pyramid Classroom Certification is the focus on a single element of the Pyramid each month. So far, the teams that began the PCC process at the start of the school year have had the opportunity to work on implementing and/or refining all aspects related to functional activities as well as  reinforcement systems. Our teams have excelled in both areas.

In terms of functional activities, we work with teams to identify materials and objectives that are meaningful to the learners. Such activities vary widely based upon the student’s skill set and could include increasing independence with hygiene routines, reading, writing and even preparing for job interviews.  Some of my favorite functional activities so far this year have been student creation and delivery of birthday cards. This includes so many functional objectives (cutting, gluing, reading, writing, communication, etc.) and also helps celebrate the special day for someone else! Another fantastic activity included recycling scrap paper into notepads. The learners collect scrap paper and cut the paper in half. They ensure that all the pages are aligned, so that the blank sides face the same way. They clip the stack together and brush glue across the top…and, voila, they have a recycled notepad made of scrap paper!

Teams have also worked on refining reinforcement systems. This is another area that varies greatly dependent upon the student’s skill set. For some learners, they may receive immediate reinforcement in the form of a tangible (koosh ball, candy, etc.) or social praise. Other learners earn tokens to later cash in for preferred items or activities. These visual reinforcement systems could include traditional token boards. I have also observed several other creative token boards this month, including Sponge Bob and a race car set. Another student wears a bracelet and is provided with charms that act as the tokens. For a high school setting, I observed a fantastic visual reinforcement system that very closely approximated adult living. Students earn points for various classroom and vocational activities. Points translate to dollars that the students manage and calculate. In this setting, classroom rent is due monthly, as is electricity and internet. Leftover money is used to plan community outings. I’m fortunate to work with teams that are so highly dedicated to improving the lives of their learners. I look forward to our continued work together to implement all elements of the Pyramid!