Response to Intervention in Early Childhood Education

Schema Activation: RTI is a multi-tiered data driven model wherein teaching strategies are followed by ongoing assessment to determine whether the student has improved; if the student has not improved, the intervention continues. Provide non-special education intervention for children who are struggling _____________, before the child is referred for special education. 3 Tiered Model

RTI in Early Childhood Education Early delays may become learning disabilities if not addressed at the age when a child should be proficient with particular skills. 1. ways 1. _______________ children at risk for academic failure 2. Provide early ______________for those children who are at risk for special needs Challenging Behaviors Evidence that when children show behavior problems in preschool they are more likely to have the same problems later Oppositional Defiant Disorder (ODD) Conduct disorder (CD) Attention Deficit Hyperactivity Disorder (ADHD) Autism Spectrum Disorders (ASD) Alternative Testing Importance of monitoring progress and data collection Conventional testing is not best option for Early childhood educations 1. Ongoing play based/curriculum-based authentic assessment 2. Parental observation reports Positive Behavior Support (PBS) School-wide strategy: support to promote both academic success and pro-social behavior for all children Classroom-wide behavior management system: fostering social competence for children in small and large groups An intervention to be used for individual children: designing behavioral intervention plan- for child in school and at home Importance of Relationships Positive relationship with Families is crucial in promoting social-emotional _______________ in children Positive teacher/child relationship is found to be predictive of academic success Responsive care giving is foundation of Resilience Self-regulation Social-emotional competence Tier 1 Tier 2 Tier 3

Screening for social-emotional/ Systematic social skills Intensive and individualized regulation problems instruction provided for small behavior intervention plan groups with children who are at risk Social competence goals Social curriculum Application of ongoing linked to curriculum targeting specific skills functional behavior Use of functional Getting along assessment Sharing Data collection behavior analysis Appropriate expression Frequent monitoring to records Ecological interviews of emotions apply to decision making Child observation Parent and teacher reports Outcome Sentence: Partner Activity: Get with a partner Pretend that you are in administration and you are beginning to use RTI in your preschool education program. List one new concept or strategy you could implement in the following levels of education Whole Program Classroom Individual student Be sure that these connect with the overall goal of RTI
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Whole Program

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Classroom

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Individual Student