Handbook of Response to Intervention in Early Childhood

Response to intervention (RTI) is improving student outcomes in K–12 classrooms across the country, but how can it best be applied in early childhood settings? Find out in this authoritative handbook, the first complete resource on what we know about using RTI to promote all young children's school and social success. With cutting-edge research from more than 60 of today's leading experts, this foundational resource will be an essential reference for every early childhood administrator, whether program-, district-, or state-level. You'll get a comprehensive primer on RTI, including detailed information on its defining principles and features, its evidence base, specific RTI models, and program-level supports for implementing RTI. Then you'll get research-based knowledge and guidance to help you implement specific tiered approaches to instruction and intervention, including Recognition & Response and the Teaching Pyramid use valid, reliable universal screening and progress monitoring measures use RTI to enrich literacy and math curriculum and instruction strengthen school-wide positive behavior supports with an RTI framework integrate RTI and inclusion to strengthen education for students with disabilities adapt RTI to meet the needs of young dual language learners develop effective professional development to support RTI in early childhood engage families as active partners in the RTI process successfully sustain your RTI efforts throughout your next school year and beyond Equally valuable as a key reference for administrators and a textbook for university courses, this cornerstone volume will help RTI flourish in early childhood settings—so every young child has the best chance for school success.

Table of Contents:
About the Editors About the Contributors Foreword   Russell Gersten Acknowledgments DedicationI. Introduction Response to Intervention: Conceptual Foundations for the Early Childhood Field    Virginia Buysse & Ellen Peisner-Feinberg II. Foundations of RTI in Early Childhood A Public Health Framework for Response to Intervention    Rune J. Simeonsson & Yi Pan Responsiveness to Intervention in the Elementary Grades: Implications for Early Childhood Education    Rollanda E. O'Connor & Lynn S. Fuchs An Overview of Program-wide Positive Behavior Supports: Building a Comprehensive Continuum of Early Social Behavior Support for At-risk Children    Timothy J. Lewis, Reesha Adamson, Barbara S. Mitchell, & Erica Lembke Recognition & Response: A Model of RTI to Promote Academic Learning in Early Education    Virginia Buysse, Ellen Peisner-Feinberg, Elena Soukakou, Doré LaForett, Angel Fettig, & Jennifer Schaaf A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior    Mary Louise Hemmeter, Lise Fox, and Patricia Snyder Building Blocks: A Framework for Meeting the Needs of All Young Children    Susan R. Sandall and Ilene S. Schwartz III. Assessment within Response to Intervention The Role of Assessment within Response to Intervention in Early Education    Ellen Peisner-Feinberg and Virginia Buysse General Outcome Measures In Early Childhood and Individual Growth And Development Indicators    Scott R. McConnell and Charles R. Greenwood Development of a Universal Screening and Progress Monitoring Tool and its Applicability for use in Response to Intervention    Susan H. Landry, Mike A. Assel, Jason L. Anthony, Paul R. Swank Response to Intervention for Early Mathematics    Scott A. Methe & Amanda M. VanDerHeyden    Appendix A: Build Fluency Counting Objects to 20— Response Cards Assessment of social-emotional and behavioral skills for preschoolers within a Response to Intervention model    Edward G. Feil and Andy J. Frey IV: Curriculum and Instruction within Response to Intervention Use of a Comprehensive Core Curriculum as the Foundation of a Tiered Model    Diane Dodge A Curriculum Framework for Supporting Young Children Served in Blended Programs    Jennifer L. Grisham-Brown & Kristie L. Pretti-Frontczak Language and Literacy Curriculum and Instruction    Stephanie M. Curenton, Laura M. Justice, Tricia Zucker, & Anita McGinty Math Curriculum and Instruction for Young Children    Herbert P. Ginsburg, Barbrina Ertle, & Ashley Lewis-Presser Supporting Social and Emotional Development in Preschool Children    Carolyn Webster-Stratton & M. Jamila Reid Embedded Instruction to Support Early Learning in Response-to-Intervention Frameworks    Patricia Snyder, Mary Louise Hemmeter, Mary McLean, Susan Sandall, & Tara McLaughlin V: Program-level Supports for Implementing RTI in Early Childhood Using Consultation to Support the Implementation of RtI in Early Childhood Settings    Steven E. Knotek, Carly Hoffend, and Kristina S. Ten Haagen Family Engagement within Early Childhood Response to Intervention    Shana Haines, Amy McCart, & Ann Turnbull Professional Development: Supporting the Evidence-Based Early Childhood Practitioner    Pamela J. Winton Preschool Inclusion and Response to Intervention (RTI) for Children with Disabilities    William H. Brown, Herman Knopf, Maureen A. Conroy, Heather Smith Googe, & Fred Greer Recognition & Response for Dual Language Learners (R&R–DLL)    Doré R. LaForett, Ellen S. Peisner-Feinberg, & Virginia Buysse Cross-Sector Policy Context for the Implementation of RTI in Early Care and Education Settings    Beth Rous & Rena Hallam RTI in Early Childhood: The View from States    Jim Lesko &Tom Rendon Setting the Stage for Sustainability: Building the Infrastructure for Implementation Capacity    Michelle A. Duda, Dean L. Fixsen, & Karen A. Blase       Appendix A: Overview of Capacity Building Activities VI: Future Challenges and New Directions Promising Future Research Directions in RTI in Early Childhood    Judith J. Carta & Charles R. Greenwood Evidence-based Practice and Response to Intervention in Early Childhood    Samuel L. Odom & Angel Fettig Building Consensus on the Defining Features of Response to Intervention (RTI) in Early Childhood    Heidi Hollingsworth & Camille Catlett References Index

About the Author :
Dr. Brown joined the faculty at the University of South Carolina (USC) in 1995, and, in addition to his work in the Department of Educational Studies in the College of Education, he is a member of the USC Research Consortium on Children and Families.  Dr. Buysse is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. In addition to directing a program of research on Recognition & Response, a model of response to intervention for prekindergarten, her research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverse learners—those who have disabilities, who have learning difficulties, or who are dual language learners.  Dr. Carta is Senior Scientist in the Schiefelbusch Institute for Life Span Studies, Professor of Special Education, and Director of Early Childhood Research at Juniper Gardens Children’s Project at the University of Kansas.   Edward G. Feil, PhD, is a senior scientist at Oregon Research Institute. His research interests include early screening of child behavior problems, home and school interventions, and interactive technologies. Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities (www.flcic.org ). Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention (www.challengingbehavior.org) funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support.  Andy Frey is Associate Professor in the Kent School of Social Work at the University of Louisville. His research interests include prevention and intervention of challenging behavior with young children and families. In addition to his work at the Instructional Research Group, Dr. Gersten is also a professor emeritus in the College of Education at the University of Oregon. He is the director of the Math Strand for the Center on Instruction, the directorof research for the Regional Educational Laboratory-South West, and the principal investigator for several What Works Clearinghouse projects. As Project Director of the Teacher Quality Distribution and Measurement Study,Dr. Gersten is currently working with a team of researchers from Harvard University to revise a mathematics observation measure that will be used to determine the effect of professional development on teachers' mathematics instruction. He is also a coauthor of a mathematics screening and progress monitoring measure for kindergarten and first-grade students that is in press. His main areas of expertise include evaluation methodology and instructional research on students with learning disabilities, mathematics, and reading comprehension. Dr. Gersten has conducted numerous randomized trials, manyof which have been published in major scientific journals in the field. He has either directed or codirected 42 applied research grants addressing a wide array of issues in education and has been a recipient of many federal and non federal grants (more than $20 million). He has advised on a variety of reading and mathematics projects using randomized trials in education settings and has written extensively about the importance of randomized trials in special education research.