The application of response to intervention to young children with identified disabilities

Abstract

While response to intervention (RTI) has been a well-known approach for preventing learning difficulties in school-aged children for many years (e.g., Burns et al., J Psychoeduc Assess 23:381-394, 2005; Vaughn et al., Except Child 69:391-409, 2003), it has only recently begun gaining a foothold in programs for young children (e.g., Buysse and Peisner-Feinberg, Young Except Child 13(4):2-13, 2010; Greenwood et al., Focus Except Child 43(9):1-22, 2011). The use of RTI is a logical step for pre-kindergarten programs given the long recognition of the importance of early childhood programs as a means of preventing later academic and behavioral difficulties (Anderson et al., Am J Prev Med 24(3):32-46, 2003). For RTI approaches to be successfully integrated in pre-k programs, however, RTI as currently conceptualized for students in K-12 settings must be adapted to align with early childhood beliefs and practices (Barnett et al., J Educ Psychol Consult 17(1):31-54, 2007; Roadmap to pre-K: Applying response to invention in preschool settings, New York, 2009). Importantly, several existing early childhood practices are already a good fit with RTI (e.g., assessment of core curriculum program quality, the use of intentional teaching with embedded and explicit instruction, universal screening and progress monitoring measures to facilitate data-driven decision making, and the involvement of families as partners for the success of the child). Researchers and practitioners have been working to adapt RTI approaches to the programs, practices, and conceptual models of instruction within pre-k settings. This chapter aims to provide an overview of the current state of practice for RTI in early childhood and then specifically provide some information on how young children with special needs might be served in programs implementing RTI models.