Response to Intervention in Early Childhood响应干预在早期的童年
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Greenwood, C. R., Kratchowill, T., & Clements, M. (2019). School-wide prevention models: Lessons learned in elementary schools. New York: Guilford.
How does RtI actually work?
RtI Pathway to Individualized Intervention (e.g., ECE and ECSE)
•More Dynamic •More Data-Driven •More Responsive
In this approach, children receive services sooner and more frequently when needed
Response to Intervention (RtI)
Charles Greenwood and Judith Carta
Evidence-based Practice in Early Childhood Conference April 24, 2009 Macquarie University, Sydney
Juniper Gardens Children’s Project
Juniper Gardens Children’s Project
Applied University Research in an Inner-City Community
University of Kansas jgcp.ku.edu
home Become more self-sufficient Learned to manage their child’s behavior Found support from other caregivers and staff
jgcp.ku.edu
Legacy Contributions
A coordinated system of care and education that finds children, and brings services to them at appropriate speed
RTI outcomes in elementary schools
Improved academic outcomes Improved behavior outcomes
Response to Intervention (RtI)
Charles Greenwood and Judith Carta
Evidence-based Practice in Early Childhood Conference April 24, 2009 Macquarie University, Sydney
Accountability for results Evidence-based practice
Compared to conventional practice, the RtI approach promises to improve results
Introduction to RTI
• Founding of Applied Behavior Analysis in Education and Special Education
• Meaningful Differences in the Everyday Experiences of American Children (Hart & Risley, 2019)
preschool-aged children (see online at crtiec.org)
Background issues leading to RtI
The issues
Improving results for young children with and without disabilities
Traditional Pathway to Individualized Intervention
no
Screen
Is there a problem?
yes Referral
Comprehensive Assessment
Annual Update
IEP Implementation
IEP Goals Objectives
Programs establish and use the following core practices:
Universal screening and frequent progress monitoring assessments
A decision making approach that focuses on students’ progress or lack of progress (i.e., their response to intervention) as a basis for changing the intensity of children’s instructional experiences.
Provide a data-based method for evaluating the effectiveness of the selected instructional approaches and changing/improving them
Where does RtI Come From?
Children not meeting developmental goals Support for intervention allocation decisions Short-term response to intervention
Instruction that is more individualized, more responsive to a child’s needs, and that can be implemented without long delays
Evidence-based interventions provided in 3 or 4 levels of intensity as needed
Data-based Decision Making Model
Monitor
Screening And Progress Monitoring Measures
Is the child eligible
yes
for services?
no
In this approach, children do not receive services typically until grades 2 and 3, after a period of failure to progress!
Waiting too long to prevent a delay from becoming a disability
Policies regarding receipt of early intervention and early childhood special education services
Families and caregivers have:
Become more actively involved in early intervention programs Learned effective ways to support their children’s learning at
Selected Benefits
Children have:
Improved their academic performance Enhanced their social skills Entered school being more ready to learn Accelerated their learning of language
• ClassWide Peer Tutoring Impacts on Beginning Reading Achievement (What Works Clearinghouse ies.ed.gov/ncee/wwc/pdf/WWC_CWPT_070907.p df
• Children with Autism can benefit from small group as well as one to one instruction
principles/practices of early childhood Illustrate how RtI is beginning to be applied to
children younger than Kindergarten. Introduce ways of get started in using RtI with
JGCP began in the mid1960s when residents of NE Kansas City, KS joined with KU Faculty to address concerns about child development in a low-income community
RTI is a process designed to:
Allow for earlier identification of students not making progress given the current level of service
Provide these students with an increased level of instructional intensity matched to their demonstrated response-to-inter源自文库ention
The Promise - Key Elements
Reduction in the need for special education by improving and providing services earlier than in the past
Assessment that helps determine when something more is needed, and how it’s working
• In the States, primarily from learning disabilities and the “discrepancy model” of documenting a gap between a student’s aptitude and achievement
• Required that a student experience a sustained period of failure to achieve before services could be referred and more intensive services could be delivered.
Purpose of this presentation
Introduce the RtI concept Share some known outcomes for children in the
elementary grades Discuss how well features of RtI align with the
Identify/ Validate Need For Intervention
Evaluate Intervention Effectiveness
How does RtI actually work?
RtI Pathway to Individualized Intervention (e.g., ECE and ECSE)
•More Dynamic •More Data-Driven •More Responsive
In this approach, children receive services sooner and more frequently when needed
Response to Intervention (RtI)
Charles Greenwood and Judith Carta
Evidence-based Practice in Early Childhood Conference April 24, 2009 Macquarie University, Sydney
Juniper Gardens Children’s Project
Juniper Gardens Children’s Project
Applied University Research in an Inner-City Community
University of Kansas jgcp.ku.edu
home Become more self-sufficient Learned to manage their child’s behavior Found support from other caregivers and staff
jgcp.ku.edu
Legacy Contributions
A coordinated system of care and education that finds children, and brings services to them at appropriate speed
RTI outcomes in elementary schools
Improved academic outcomes Improved behavior outcomes
Response to Intervention (RtI)
Charles Greenwood and Judith Carta
Evidence-based Practice in Early Childhood Conference April 24, 2009 Macquarie University, Sydney
Accountability for results Evidence-based practice
Compared to conventional practice, the RtI approach promises to improve results
Introduction to RTI
• Founding of Applied Behavior Analysis in Education and Special Education
• Meaningful Differences in the Everyday Experiences of American Children (Hart & Risley, 2019)
preschool-aged children (see online at crtiec.org)
Background issues leading to RtI
The issues
Improving results for young children with and without disabilities
Traditional Pathway to Individualized Intervention
no
Screen
Is there a problem?
yes Referral
Comprehensive Assessment
Annual Update
IEP Implementation
IEP Goals Objectives
Programs establish and use the following core practices:
Universal screening and frequent progress monitoring assessments
A decision making approach that focuses on students’ progress or lack of progress (i.e., their response to intervention) as a basis for changing the intensity of children’s instructional experiences.
Provide a data-based method for evaluating the effectiveness of the selected instructional approaches and changing/improving them
Where does RtI Come From?
Children not meeting developmental goals Support for intervention allocation decisions Short-term response to intervention
Instruction that is more individualized, more responsive to a child’s needs, and that can be implemented without long delays
Evidence-based interventions provided in 3 or 4 levels of intensity as needed
Data-based Decision Making Model
Monitor
Screening And Progress Monitoring Measures
Is the child eligible
yes
for services?
no
In this approach, children do not receive services typically until grades 2 and 3, after a period of failure to progress!
Waiting too long to prevent a delay from becoming a disability
Policies regarding receipt of early intervention and early childhood special education services
Families and caregivers have:
Become more actively involved in early intervention programs Learned effective ways to support their children’s learning at
Selected Benefits
Children have:
Improved their academic performance Enhanced their social skills Entered school being more ready to learn Accelerated their learning of language
• ClassWide Peer Tutoring Impacts on Beginning Reading Achievement (What Works Clearinghouse ies.ed.gov/ncee/wwc/pdf/WWC_CWPT_070907.p df
• Children with Autism can benefit from small group as well as one to one instruction
principles/practices of early childhood Illustrate how RtI is beginning to be applied to
children younger than Kindergarten. Introduce ways of get started in using RtI with
JGCP began in the mid1960s when residents of NE Kansas City, KS joined with KU Faculty to address concerns about child development in a low-income community
RTI is a process designed to:
Allow for earlier identification of students not making progress given the current level of service
Provide these students with an increased level of instructional intensity matched to their demonstrated response-to-inter源自文库ention
The Promise - Key Elements
Reduction in the need for special education by improving and providing services earlier than in the past
Assessment that helps determine when something more is needed, and how it’s working
• In the States, primarily from learning disabilities and the “discrepancy model” of documenting a gap between a student’s aptitude and achievement
• Required that a student experience a sustained period of failure to achieve before services could be referred and more intensive services could be delivered.
Purpose of this presentation
Introduce the RtI concept Share some known outcomes for children in the
elementary grades Discuss how well features of RtI align with the
Identify/ Validate Need For Intervention
Evaluate Intervention Effectiveness