Overview

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 behaviour 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.

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9781598571745

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Reviews

A remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences . . . This much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI. --David K. Dickinson, Ed.D. Professor, Department of Teaching and Learning, Vanderbilt University's Peabody College (01/28/2013)

"""A remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences . . . This much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI."" --David K. Dickinson, Ed.D."

Two themes driving special education and early intervention today are adoption of practices that are evidence-based and use of multi-tiered systems of support such as RtI. Virginia Buysse and Ellen Peisner-Feinberg have recruited a set of chapters that integrate these themes while maintaining a clear focus on practical strategies. --Robert Horner, Ph.D. Professor, Special Education, University of Oregon (01/07/2013) Should be regarded as a touchstone for educators, researchers, and policymakers who hope to develop effective multi-tier systems of service delivery for young children and their families. --Doug Fuchs, Ph.D. Professor and Nicholas Hobbs Chair in Special Education and Human Development (01/14/2013) Brings together the current thinking and emerging evidence on RTI for all preschool age children . . . represents where RTI in early childhood is now and provides direction for next steps in its evolution. --Bonnie Keilty, Ed.D Adjunct Associate Professor, The City College of New York, CUNY (01/31/2013) A remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences . . . This much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI. --David K. Dickinson, Ed.D. A remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences . . . This much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI. --David K. Dickinson, Ed.D.

Author Information

Virginia Buysse earned her doctoral degree in early intervention and early childhood special education from The University of North Carolina at Chapel Hill, USA. She is Senior Scientist at the FPG Child Development Institute and Research Associate Professor in the School of Education at the University of North Carolina at Chapel Hill, USA. Ellen Peisner-Feinberg, Ph.D., is a Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, USA. She has over 20 years of research experience in early childhood education and program evaluation, and has conducted numerous studies focused on the quality of early education programs and initiatives; the effects on children, especially dual language learners (DLLs) and children at risk; and quality improvement strategies.

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