A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed.

在教学团队中重复使用的跨行为的多探针设计用于评估培训的有效性，以及在教学团队实施金字塔模型（PM）实践方面的对等同伴指导。在这项研究中，为教学团队（三个二元组和一个三元组）提供了有关使用定向PM练习和对等同伴指导的培训。辅导要求每个团队中的老师围绕使用有针对性的PM练习进行观察并相互反馈。这项研究的数据表明，相互的同伴指导是幼儿教学团队增加对PM实践的使用的有效途径。在课堂活动中普遍增加了对PM实践的使用，并在取消同伴指导后得以维持。结果，局限性，对现场的影响，