Handbook of Response to Intervention in Early Childhood

Editors: Virginia Buysse & Ellen Peisner-Feinberg

Table of Contents
 
 
Foreword:  Russell Gersten, Oregon Research Institute
 
Section I:  Introduction
1.   Response to Intervention: Conceptual Foundations for the Early Childhood Field – Virginia Buysse and Ellen S.   
      Peisner- Feinberg, University of North Carolina at Chapel Hill

 
Section II:  Foundations of RTI in Early Childhood
2.   Prevention: A Public Health Framework – Rune Simeonsson, and Yi Pan, University of North Carolina at Chapel Hill 
       Psychology, School of Education, University of North Carolina at Chapel Hill
 
3.   Responsiveness to Intervention in the Elementary Grades: Implications for Early Childhood Education – Rollanda E.
       O’Connor, University of California, and Lynn S. Fuchs, Vanderbilt University
 
4.   An Overview of Programwide Positive Behavior Interventions and Supports: Building a Comprehensive Continuum
      of Early Social Behavior Support for At-Risk Children – Timothy J. Lewis (Center for Positive Behavioral
      Interventions and Supports), Reesha Adamson, Barbara S. Mitchell, and Erica S. Lembke, University of Missouri
 
5.   Recognition & Response: A Model of Response to Intervention to Promote Academic Learning in Early Education –
      Virginia Buysse, Ellen S. Peisner-Feinberg, Elena Soukakou, Doré R. LaForett, Angel Fettig, and Jennifer M.
      Schaaf, University of North Carolina at Chapel Hill
 
6.   A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior – Mary Louise 
      Hemmeter, Vanderbilt University,  Lise Fox, University of South Florida, and Patricia Snyder, University of Florida
 
7.   Building Blocks: A Framework for Meeting the Needs of All Young Children– Susan R.  Sandall, and Ilene S.
      Schwartz, University of Washington
 
 
Section III: Assessment within Response to Intervention
8.   The Role of Assessment within Response to Intervention in Early Education –  Ellen S. Peisner-Feinberg and
       Virginia Buysse, University of North Carolina at Chapel Hill
 
9.   General Outcome Measures in Early Childhood and the Individual Growth and Development Indicators – Scott
      McConnell, University of Minnesota, and Charles R. Greenwood, University of Kansas

 
10. Development of a Universal Screening and Progress Monitoring Tool and Its Applicability for Use in Response to
       Intervention– Susan H. Landry, Mike A. Assel, Jason L. Anthony, and Paul R. Swank, University of Texas Health
       Science Center at Houston
 
11. Response to Intervention for Early Mathematics – Scott Methe, East Carolina University, and Amanda
      VanDerHeyden, Consultant
 
12. Assessment of Social-Emotional and Behavioral Skills for Preschoolers within a Response to Intervention Model –
      Edward G. Feil, Oregon Research Institute, and Andy J. Frey, University of Louisville
 
Section IV: Curriculum and Instruction within Response to Intervention
13. Use of a Comprehensive Core Curriculum as the Foundation of a Tiered Model – Diane Trister Dodge, Teaching
      Strategies, Inc.
 
14. A Curriculum Framework for Supporting Young Children Served in Blended Programs– Jennifer Grisham-Brown,
      University of Kentucky, and Kristie Pretti-Frontczak, Kent State University
 
15. Language and Literacy Curriculum and Instruction – Stephanie M. Curenton, Laura M. Justice, University of Ohio,
      Tricia Zucker, and Anita S. McGinty, University of Virginia
 
16. Math Curriculum and Instruction for Young Children– Herbert P. Ginsburg, Barbrina Ertle, and Ashley Lewis
      Presser, Columbia University
 
17. Supporting Social and Emotional Development in Preschool Children– Carolyn Webster-Stratton, and M. Jamila
      Reid, University of Washington
 
18. Embedded Instruction to Support Early Learning in Response to Intervention Frameworks – Patricia Snyder,
       University of Florida, Mary Louise Hemmeter, Vanderbilt University, Mary E. McLean, University of Wisconsin,
      Susan R. Sandall, University of Washington, and Tara McLaughlin, University of Florida
 
 
Section V: Program-level Supports for Implementing Response to Intervention in Early Childhood
19. Using Consultation to Support the Implementation of Response to Intervention in Early Childhood Settings –
      Steven E. Knotek, Carly Hoffend, and Kristina S. Ten Haagen, University of North Carolina at Chapel Hill
 
20. Family Engagement within Early Childhood Response to Intervention – Shana Haines, Amy McCart, and Ann
       Turnbull, University of Kansas
 
21. Professional Development: Supporting the Evidence-Based Early Childhood Practitioner – Pamela J. Winton,
       University of North Carolina at Chapel Hill
 
22. Preschool Inclusion and Response to Intervention for Children with Disabilities – William H. Brown, Herman T.
       Knopf, University of South Carolina, Maureen A. Conroy, University of Florida, Heather Smith Googe, and Fred
       Greer, University of South Carolina
 
23. Recognition & Response for Dual Language Learners (R&R-DLL) – Doré R. LaForett, Ellen S. Peisner-Feinberg,
       and Virginia Buysse, University of North Carolina at Chapel Hill
 
24. Cross-Sector Policy Context for the Implementation of Response to Intervention in Early Care and Education 
       Settings – Beth Rous, University of Kentucky, and Rena A. Hallam, University of Delaware
 
25. Response to Intervention in Early Childhood: The View from States – Jim J. Lesko, Delaware Department of
       Education, and Thomas Rendon, Iowa Department of Education
 
26. Setting the Stage for Sustainability: Building the Infrastructure for Implementation Capacity – Michelle A. Duda,
      Dean L. Fixsen, and Karen A. Blasé, University of North Carolina at Chapel Hill
 
 
Section VI: Future Challenges and New Directions
27. Promising Future Research Directions in Response to Intervention in Early Childhood – Judith J. Carta and
      Charles R. Greenwood, University of Kansas
 
28. Evidence-Based Practice and Response to Intervention in Early Childhood– Samuel L. Odom, and Angel Fettig,
       University of North Carolina at Chapel Hill
 
29. Building Consensus on the Defining Features of Response to Intervention in Early Childhood – Heidi  
      Hollingsworth, Elon University, and Camille Catlett, University of North Carolina at Chapel Hill