Response to Intervention: Implications for Early Childhood Professionals

Abstract

SLPs are important members of early educational teams, particularly when applying the principles of RtI using a curriculum framework. SLPs bring the expertise needed to ensure that children achieve critical outcomes. Implementation of the curriculum framework is made possible when everyone involved in supporting young children understands how to apply the elements of a curriculum framework.

Examining Response to Intervention Using a Framework of Best Practice from Early Childhood Special Education

“…Models either emphasized academic-based skills (Buysse & Peisner-Feinberg, 2010;Gettinger & Stoiber, 2007) or were more developmental in Downloaded by [University of Nebraska, Lincoln] at 15:44 10 April 2015 their descriptions (Barnett, VanDerHeyden, & Witt, 2007;Fox et al, 2010;Jackson et al, 2009). Buysse and Peisner-Feinberg (2010) described the Recognition and Response (R & R) model, which is used specifically to address academic domains (e.g., language, literacy, math) of young children with and without disabilities from 3 to 5 years old in a variety of settings (e.g., Head Start, child care, and public Pre-K).…”

“…The Pyramid model also emphasizes the importance of providing intervention in a timely manner when challenging behavior occurs (Fox et al, 2010). Jackson et al (2009) described their curriculum framework model and how it aligns with the principles of RTI to allow for appropriate application in inclusive early childhood classrooms. The authors' recommended framework includes four components: (a) assessment, (b) scope and sequence, (c) activities and instruction, and (d) progress monitoring (Jackson et al, 2009).…”

“…All authors described different evidence-based practices within their models, including scientifically based literacy practices (Gettinger & Stoiber, 2007), curriculum framework (Jackson et al, 2009), R & R practices (Buysse & Peisner-Feinberg, 2010), Pyramid Model (Fox et al, 2010), and Positive Behavior Support (Barnett et al, 2007). Four models (Barnett et al, 2007;Fox et al, 2010;Gettinger & Stoiber, 2007;Jackson et al, 2009) included an emphasis on interventions that incorporate natural learning opportunities, and three included descriptions for setting up environments to optimize opportunities for practice (Fox et al, 2010;Gettinger & Stoiber, 2007;Jackson et al, 2009).…”

“…Jackson et al (2009) described their curriculum framework model and how it aligns with the principles of RTI to allow for appropriate application in inclusive early childhood classrooms. The authors' recommended framework includes four components: (a) assessment, (b) scope and sequence, (c) activities and instruction, and (d) progress monitoring (Jackson et al, 2009). Tiers of differing frequency, intensity, and content of instruction occur within the elements of scope and sequence, activities and instruction, and progress monitoring.…”

“…Four RTI models reviewed met the larger "strengthening relationships" tenet (Barnett et al, 2007;Buysse & Peisner-Feinberg, 2010;Fox et al, 2010;Jackson et al, 2009), meaning models included a component that worked toward strengthening relationships with families. Gettinger and Stoiber (2007) included two of the example evidence-based practices, but did not relate them specifically to working with families, and therefore did not meet full criteria.…”