If you’re familiar with the traditional, school-age PBIS model or had a chance to look at the document I shared highlighting similarities and differences between the school-age PBIS model and the Pyramid Model, then right away, you will have noticed there is a lot of overlap between them. However, they do look somewhat different, with the pyramid model consisting of additional “layers” to highlight the importance of establishing supportive environments, building nurturing and responsive relationships with students and establishing an effective workforce that utilizes evidence-based practices. Both models utilize a continuum of supports to bolster students’ social development and prevent problem behaviors, including universal strategies that are available for all learners and supports of increasing intensiveness and individualization for students that require additional support and intervention. The pyramid model uses some different tools for monitoring implementation (e.g., the teaching pyramid observation tool or TPOT), looks at behavior incident reports (BIRs) to monitor student behavior as opposed to office discipline referrals (ODRs), and typically relies more heavily on social acknowledgements as compared to the more structured acknowledgement systems found in school age programs (e.g., token or ticket systems). Conceptually, however, both are consistent in seeking to improve universal practices that focus on teaching appropriate behaviors and social skills at the school or program-wide level to improve social and behavioral outcomes for all students.
While this is only a brief overview, more detailed information can be found by watching this 11 minute video overview: http://challengingbehavior.fmhi.usf.edu/explore/camtasia/pyramid_overview/pyramid_overview_captions.html or taking a look at this article http://challengingbehavior.fmhi.usf.edu/do/resources/documents/yc_article_7_2003.pdf. Both are available at the TACSEI site.