Date of Award
5-9-2026
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Brian Boothe
Second Reader
Professor Theresa Marty
Keywords
Proactive Preventive Practices, Targeted Behavioral Interventions, Social-Emotional Learning (SEL), The Pyramid Model
Abstract
Increasing challenges with classroom dysregulation and the negative long-term effects of exclusionary discipline created a critical need for proactive, evidence-based alternatives. This paper addressed this gap by examining how proactive preventive practices and targeted behavioral interventions affected social-emotional learning and well-being in early childhood. To achieve this, a synthesis of twenty peer-reviewed sources was conducted, including longitudinal studies and randomized controlled trials that evaluated the Pyramid Model and the Second Step curriculum. Findings revealed that universal Tier 1 supports established a necessary foundation for all learners, while targeted interventions served as essential cognitive bridges for students with persistent challenges. Furthermore, results indicated that social-emotional regulation and academic achievement were neurologically linked, reframing behavioral support as a core academic intervention. This study concluded that successful implementation depended on systemic administrative support and practice-based coaching rather than isolated workshops. These findings indicated that a tiered, evidence-based framework was the most effective pathway for promoting educational equity and holistic child development.
Keywords: Proactive Preventive Practices, Targeted Behavioral Interventions, Social-Emotional Learning (SEL), The Pyramid Model