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Using a Response to Intervention Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model. Session Discussion. Background on Response to Intervention The Pyramid Model as a RTI framework for addressing behavior Implementation issues for RTI Addressing issues.
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Finding out what RtI is in general?
Finding out how it might be applied in early childhood?
Finding out how it might be applied in the social-emotional area in early childhood?
Finding out how other states/programs are thinking about or developing RtI models?
619 or Part C representative
OSEP Early Childhood Project
Federal agency person
Other interested person
Nothing is happening as far as I know.
Some preliminary discussions are taking place to figure out how RtI might work in EC.
Some professional development has begun to introduce the RtI concept to early education programs.
Some programs have begun implementing RtI models in early education.
We have statewide policies about RtI in early education.
RTI is a multi-tiered approach to instruction that
Field of learning disabilities
Past approach to providing services was “discrepancy model” of documenting gap between a student’s aptitude and achievement
Discrepancy model required that student experienced failure before services could be referred and more intensive services could be delivered.
To identify children not showing adequate growth
To monitor growth of children receiving targeted intervention in Tiers 2 and 3
Measures are for instructional planning—not diagnosis
36 Mos Expectation
Child’s Observed Trajectory
©2003 Juniper Gardens Children’s Project
How can we in early childhood apply an RtI model to early childhood in the area of social-emotional development?
How can we build on existing models?
What will some of the challenges be?
What are the next steps?
“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”
(National Scientific Council on the Developing Child, 2007)
Necessary Collaboration Across Agencies
Measurement (what, how often, by whom)
Competence of Personnel
Fidelity of Implementation at Each Level
University of South Florida
Louis de la Parte Florida Mental Health Institute
Department of Child & Family Studies
13301 N. Bruce. B. Downs Blvd, MHC2-1134
Tampa, FL 33612-3807
Phone: (813) 974-9803