Handbook of Response to Intervention in Early Childhood

ISBN-10: 1598571745
ISBN-13: 9781598571745
Edition: 2013
List price: $56.95 Buy it from $53.77
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Description: 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  More...

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Book details

List price: $56.95
Copyright year: 2013
Publisher: Paul H. Brookes Publishing Company Incorporated
Publication date: 4/8/2013
Binding: Hardcover
Pages: 488
Size: 7.50" wide x 10.50" long x 1.25" tall
Weight: 2.464
Language: English

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 young children's school and social success. With cutting-edge research from more than 60 leading experts, this foundational resource gives readers a comprehensive primer on RTI and research-based guidance to help them, 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 schoolwide 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, 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. Book jacket.

Virginia Buysse earned her doctoral degree in early intervention and early childhood special education from The University of North Carolina at Chapel Hill. 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. Dr. Buysse began her career as a preschool teacher. She has since directed or conducted a number of research projects on a variety of topics, including practices related to serving Latino children and families; consultation in early childhood settings; parent leadership development; friendship and peer acceptance among young children; and the cost, quality, and outcomes of preschool inclusion. Dr. Buysse is on the editorial boards of Exceptional Children, Journal of Early Intervention, Infants and Young Children, Topics in Early Childhood Special Education, and Young Exceptional Children. She also serves as co-editor of Early Developments newsletter that is jointly published by the FPG Child Development Institute and the National Center for Early Development and Learning.

About the Editors
Contributors
Foreword
Introduction
Response to Intervention: Conceptual Foundations for the Early Childhood Field
Foundations of Response to Intervention in Early Childhood
Prevention: A Public Health Framework
Responsiveness to Intervention in the Elementary Grades: Implications for Early Childhood Education
An Overview of Programwide Positive Behavior Supports: Building a Comprehensive Continuum of Early Social Behavior Support for At-Risk Children
Recognition & Response: A Model of Response to Intervention to Promote Academic Learning in Early Education
A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior
Building Blocks: A Framework for Meeting the Needs of All Young Children
Assessment within Response to Intervention
The Role of Assessment within Response to Intervention in Early Education
General Outcome Measures in Early Childhood and Individual Growth and Development Indicators
Development of a Universal Screening and Progress Monitoring Tool and Its Applicability for Use in Response to Intervention
Response to Intervention for Early Mathematics
Assessment of Social-Emotional and Behavioral Skills for Preschoolers within a Response to Intervention Model
Curriculum and Instruction within Response to Intervention
Use of a Comprehensive Core Curriculum as the Foundation of a Tiered Model
A Curriculum Framework for Supporting Young Children Served in Blended Programs
Language and Literacy Curriculum and Instruction
Math Curriculum and Instruction for Young Children
Supporting Social and Emotional Development in Preschool Children
Embedded Instruction to Support Early Learning in Response to Intervention Frameworks
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
Family Engagement within Early Childhood Response to Intervention
Professional Development: Supporting the Evidence-Based Early Childhood Practitioner
Preschool Inclusion and Response to Intervention for Children with Disabilities
Recognition & Response for Dual Language Learners
Cross-Sector Policy Context for the Implementation of Response to Intervention in Early Care and Education Settings
Response to Intervention in Early Childhood: The View from States
Setting the Stage for Sustainability: Building the Infrastructure for Implementation Capacity
Future Challenges and New Directions
Promising Future Research Directions in Response to Intervention in Early Childhood
Evidence-Based Practice and Response to Intervention in Early Childhood
Building Consensus on the Defining Features of Response to Intervention in Early Childhood
Index

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