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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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Using a Response to Intervention Framework to Promote Young Children’s Social Development: The Teaching Pyramid Model


Session discussion
Session Discussion Children’s Social Development:

  • Background on Response to Intervention

  • The Pyramid Model as a RTI framework for addressing behavior

  • Implementation issues for RTI

  • Addressing issues


A little background on rti
A Little Background on RtI Children’s Social Development:

  • Many children receive intervention for their behavioral or academic problems too late.

  • Early intervention can prevent delays and reduce severity of developmental problems.

  • Response to intervention also has its roots in the idea of early intervention as prevention.


What is response to intervention
What is Response to Intervention? Children’s Social Development:

RTI is:

a multi-tiered approach to instruction that uses a systematic problem-solving approach that focuses on students’ response to those interventions as a basis for determining their instructional needs and intensity.


What does an rti approach do
What does an RtI approach do? Children’s Social Development:

  • Finds children falling behind as soon as possible--screening

  • Has multiple levels of instructional support available so children can be matched with the level of support they need—multiple tiers of intervention

  • Uses a progress monitoring approach to make sure intervention is working

  • Uses a systematic problem-solving approach that focuses on students’ response to those interventions as a basis for determining their instructional needs and intensity


Essential components of rti
Essential Components of RtI Children’s Social Development:

  • Use of multiple tiers of intervention

  • Reliance on evidence-based practices in all tiers

  • Use of monitoring to determine if students are making progress

  • Problem-solving approach to determine most appropriate level of intervention for individual students


Essential component 1 multi tiered model

Tier 3 Children’s Social Development: More Focused

Instruction for

Highest Risk

Children

Tier 2

More Intensified

Instruction for Children

Needing More Instructional

Opportunities to Learn

Tier 1

Core Curriculum and Supports Available

to All Children

Essential Component #1:Multi-Tiered Model

Continuum of Intensity and Progress Monitoring Increases

Percentage of Children Needing More Intensity Decreases


Essential component 2 evidence based practices used in all tiers
Essential Component #2: Children’s Social Development: Evidence-Based Practices Used in All Tiers

  • Tier 1: Evidence-based core curricula and instructional practices provided to allchildren

  • Tier 2: More intensified instruction for children not demonstrating adequate growth in Tier 1

    • Increased opportunities to practice skills from Tier 1 curriculum

  • Tier 3: More focused intervention for children not showing adequate growth in Tier 2 or for children well below Tier 1 benchmark


Essential component 3 use of progress monitoring
Essential Component #3: Children’s Social Development: Use of Progress Monitoring

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


Individual child progress monitoring
Individual Child Progress Monitoring Children’s Social Development:

Intervention implemented

Olive was below benchmark

Olive had 3 quarterly assessments

Provides ‘before’ and ‘after’ slope estimates


Essential component 4 problem solving model assumes data based intervention decision making
Essential Component #4: Children’s Social Development: Problem-Solving Model Assumes Data-Based Intervention Decision-Making

  • More Dynamic

  • More Data-Driven

  • More Responsive


Some misconceptions about rti
Some Misconceptions about RtI Children’s Social Development:

1. Rti replaces special education and its procedural safeguards.

  • RtI does not replace existing systems for evaluating or determining eligibility for special education services and procedural safeguards.

    2. Children with disabilities will be in Tier 3.

  • Children with disabilities can be found at all tiers.

    3. RtI models focus only on preventing learning disabilities and not behavior problems and challenging behaviors.

  • Focus is on learning or behavioral problems.


Questions
Questions Children’s Social Development:

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?


Social competence
Social Competence Children’s Social Development:

“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)


National centers resources

National Centers - Resources Children’s Social Development:

Center on the Social and Emotional Foundations for Early Learning (HHS)

www.vanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Intervention (OSEP)

www.challengingbehavior.org


Pyramid model
Pyramid Model Children’s Social Development:

Tertiary

Intervention

Secondary

Prevention

Universal

Promotion


Nurturing and responsive relationships
Nurturing and Responsive Relationships Children’s Social Development:

  • Foundation of the pyramid

  • Essential to healthy social development

  • Includes relationships with children, families, and team members

  • Meets criteria for high quality practices as defined by NAEYC and DEC


High quality environments
High Quality Environments Children’s Social Development:

  • Inclusive early care and education environments

  • Comprehensive system of curriculum, assessment, and program evaluation

  • Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC


Targeted social emotional supports
Targeted Social Emotional Supports Children’s Social Development:

  • Self-regulation, expressing and understanding emotions, problem solving, developing social relationships

  • Explicit instruction

  • Increased opportunities for instruction, practice, feedback

  • Family partnerships

  • Progress monitoring and data-based decision-making


Individualized intensive interventions
Individualized Intensive Interventions Children’s Social Development:

  • Comprehensive interventions

  • Assessment-based

  • Skill-building

  • Partnerships with families

  • Progress monitoring and data-based decision-making


Assessment progress monitoring
Assessment & Progress Monitoring Children’s Social Development:

  • Progress monitoring

  • (Child Checks)

  • Behavior Incidents

  • With increased precision

  • and frequency

  • Progress monitoring

  • (Child Checks)

  • Behavior Incidents

  • Universal Screening

  • (ASQ-SE, SSRS)

  • Behavior Incidents


Implementation fidelity
Implementation Fidelity Children’s Social Development:

  • Teaching Pyramid Observation Tool

    • Teacher adoption of tier 1 for all children

    • General assessment of tier 2 and 3; not specific to individual target child

  • Tier 2 and Tier 3

    • Must develop fidelity tool to examine implementation of intended instructional procedures and number of child learning opportunities


Rti for social behavioral
RtI for Social/Behavioral Children’s Social Development:

  • Type and intensity of behavior Can demand immediate, intensive intervention.

  • Type and intensity of behavior Can demand very frequent measurement

  • Interventions are reliant on the social environment of the classroom; not delivered as pull-out

  • Tier 2 and 3 interventions are not unique; difference is in intentionality, dosage, and precision

  • In tiers 2 and 3, family involvement is vital to implementing and powering up intervention intensity across interactions, routines, and environments

  • The potential “targets” of behavior change are almost limitless, requiring highly individualized measurement methods


Questions reflections from you
Questions/Reflections Children’s Social Development: from You

To verbally ask a question press *7 on your phone to unmute your line

  • What is happening in RtI relevant to early childhood in your state?

  • What challenges are programs encountering?

  • What policies, procedures, collaborative relationships are necessary for RtI?

  • What do you see as the potential for RtI?

  • What do you see as major tasks for the field in adopting the RtI framework?


Contact tacsei
Contact TACSEI Children’s Social Development:


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