Handbook of Response to Intervention

in Early Childhood

edited by

Virginia Buysse, Ph.D.

Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill

and

Ellen S. Peisner-Feinberg, Ph.D.

Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill

Baltimore • London • Sydney

Excerpted from Handbook of Response to Intervention in Early Childhood by Virginia Buysse, Ph.D., & Ellen S. Peisner-Feinberg, Ph.D.

Contents

• About the Editors.............................................................. viii
• Contributors................................................................. ix
• Foreword Russell Gersten.................................................. xv

I Introduction

1. Response to Intervention: Conceptual Foundations for the Early Childhood Field Virginia Buysse and Ellen S. Peisner-Feinberg........................ 3

II Foundations of Response to Intervention in Early Childhood

2. Prevention: A Public Health Framework Rune J. Simeonsson and Yi Pan........................ 27
3. Responsiveness to Intervention in the Elementary Grades: Implications for Early Childhood Education Rollanda E. O’Connor and Lynn S. Fuchs.................. 41
4. An Overview of Programwide Positive Behavior Supports: Building a Comprehensive Continuum of Early Social Behavior Support for At-Risk Children Timothy J. Lewis, Reesha Adamson, Barbara S. Mitchell, and Erica S. Lembke............ 57
5. Recognition & Response: A Model of Response to Intervention to Promote Academic Learning in Early Education Virginia Buysse, Ellen S. Peisner-Feinberg, Elena Soukakou, Doré R. LaForett, Angel Fettig, and Jennifer M. Schaaf.................. 69
6. A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior Mary Louise Hemmeter, Lise Fox, and Patricia Snyder.......... 85
7. Building Blocks: A Framework for Meeting the Needs of All Young Children Susan R. Sandall and Ilene S. Schwartz.......... vi

III Assessment within Response to Intervention

8. The Role of Assessment within Response to Intervention in Early Education Ellen S. Peisner-Feinberg and Virginia Buysse.......... 121
9. General Outcome Measures in Early Childhood and Individual Growth and Development Indicators Scott McConnell and Charles R. Greenwood.......... 143
10. Development of a Universal Screening and Progress Monitoring Tool and Its Applicability for Use in Response to Intervention Susan H. Landry, Michael A. Assel, Jason L. Anthony, and Paul R. Swank.......... 155
11. Response to Intervention for Early Mathematics Scott Methe and Amanda M. VanDerHeyden............... 169
12. Assessment of Social-Emotional and Behavioral Skills for Preschoolers within a Response to Intervention Model Edward G. Feil and Andy J. Frey............... 185

IV Curriculum and Instruction within Response to Intervention

13. Use of a Comprehensive Core Curriculum as the Foundation of a Tiered Model Diane Trister Dodge.... 207
14. A Curriculum Framework for Supporting Young Children Served in Blended Programs Jennifer Grisham-Brown and Kristie Pretti-Frontczak..... 223
15. Language and Literacy Curriculum and Instruction Stephanie M. Curenton, Laura M. Justice, Tricia A. Zucker, and Anita S. McGinty.......... 237
16. Math Curriculum and Instruction for Young Children Herbert P. Ginsburg, Barbrina Ertle, and Ashley Lewis Presser.......... 251
17. Supporting Social and Emotional Development in Preschool Children Carolyn Webster-Stratton and M. Jamila Reid.......... 265
18. Embedded Instruction to Support Early Learning in Response to Intervention Frameworks Patricia Snyder, Mary Louise Hemmeter, Mary E. McLean, Susan R. Sandall, and Tara McLaughlin.......... 283

V Program-Level Supports for Implementing Response to Intervention in Early Childhood

• Using Consultation to Support the Implementation of Response to Intervention in Early Childhood Settings Steven E. Knotek, Carly Hoffend, and Kristina S. Ten Haagen.......... vi

VI Future Challenges and New Directions

27. Promising Future Research Directions in Response to Intervention in Early Childhood Judith J. Carta and Charles R. Greenwood.......... 421
28. Evidence-Based Practice and Response to Intervention in Early Childhood Samuel L. Odom and Angel Fettig.......... 433
29. Building Consensus on the Defining Features of Response to Intervention in Early Childhood Heidi Hollingsworth and Camille Catlett.......... 447

Conclusion

The use of RTI practices to support learning and development in children prior to kindergarten has generated widespread interest within the early childhood field. R&R is an emerging practice in early childhood based closely on the principles of RTI and adapted for younger children in early care and education programs. R&R holds promise for supporting learning and development prior to kindergarten, but additional research is needed to provide evidence of the effectiveness of this approach.