Handbook of Response to Intervention in Early Childhood

Volume Editors: Virginia Buysse Ph.D., Ellen S. Peisner-Feinberg Ph.D.; Foreword Authors: Russell Gersten Ph.D., Pamela J. Winton Ph.D.

Format: Hardcover, 488 pages, 7.0 x 10.0
ISBN: 9781598571745
Price: $56.95

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Response to intervention (RTI) is improving student outcomes in K–12 classrooms across the country, but how can it best be applied in early childhood settings? Find out in this authoritative handbook, the first complete resource on what we know about using RTI to promote all young children's school and social success.

With cutting-edge research from more than 60 of today's leading experts, this foundational resource will be an essential reference for every early childhood administrator, whether program-, district-, or state-level. You'll get a comprehensive primer on RTI, including detailed information on its defining principles and features, its evidence base, specific RTI models, and program-level supports for implementing RTI. Then you'll get research-based knowledge and guidance to help you

  • implement specific tiered approaches to instruction and intervention, including Recognition & Response and the Teaching Pyramid
  • use valid, reliable universal screening and progress monitoring measures
  • use RTI to enrich literacy and math curriculum and instruction
  • strengthen school-wide positive behavior supports with an RTI framework
  • integrate RTI and inclusion to strengthen education for students with disabilities
  • adapt RTI to meet the needs of young dual language learners
  • develop effective professional development to support RTI in early childhood
  • engage families as active partners in the RTI process
  • successfully sustain your RTI efforts throughout your next school year and beyond

Equally valuable as a key reference for administrators and a textbook for university courses, this cornerstone volume will help RTI flourish in early childhood settings—so every young child has the best chance for school success.


Review by: Bonnie Keilty, Adjunct Associate Professor, The City College of New York, CUNY
“Brings together the current thinking and emerging evidence on RTI for all preschool age children . . . represents where RTI in early childhood is now and provides direction for next steps in its evolution.”
Review by: David Dickinson, Professor, Department of Teaching and Learning, Vanderbilt University's Peabody College
“A remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences . . . This much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI.”
Review by: Doug Fuchs, Professor and Nicholas Hobbs Chair in Special Education and Human Development
“Should be regarded as a touchstone for educators, researchers, and policymakers who hope to develop effective multi-tier systems of service delivery for young children and their families.”
Review by: Robert Horner, Professor, Special Education, University of Oregon
“Two themes driving special education and early intervention today are adoption of practices that are evidence-based and use of multi-tiered systems of support such as RtI. Virginia Buysse and Ellen Peisner-Feinberg have recruited a set of chapters that integrate these themes while maintaining a clear focus on practical strategies.”

Table of Contents

About the Editors
Foreword: Russell Gersten

I. Introduction

  1. Response to Intervention: Conceptual Foundations for the Early Childhood Field
       Virginia Buysse and Ellen S. Peisner-Feinberg

II. Foundations of Response to Intervention in Early Childhood

  1. Prevention: A Public Health Framework
       Rune J. Simeonsson and Yi Pan
  2. Responsiveness to Intervention in the Elementary Grades: Implications for Early Childhood Education
       Rollanda E. O'Connor and Lynn S. Fuchs
  3. An Overview of Programwide Positive Behavior Supports: Building a Comprehensive Continuum of Early Social Behavior Support for At-Risk Children
       Timothy J. Lewis, Reesha Adamson, Barbara S. Mitchell, and Erica S. Lembke
  4. Recognition & Response: A Model of Response to Intervention to Promote Academic Learning in Early Education
       Virginia Buysse, Ellen S. Peisner-Feinberg, Elena Soukakou, Dor R. LaForett, Angel Fettig, and Jennifer M. Schaaf
  5. A Tiered Model for Promoting Social-Emotional Competence and Addressing Challenging Behavior
       Mary Louise Hemmeter, Lise Fox, and Patricia Snyder
  6. Building Blocks: A Framework for Meeting the Needs of All Young Children
       Susan R. Sandall and Ilene S. Schwartz

III. Assessment within Response to Intervention

  1. The Role of Assessment within Response to Intervention in Early Education
       Ellen S. Peisner-Feinberg and Virginia Buysse
  2. General Outcome Measures In Early Childhood and Individual Growth and Development Indicators
       Scott R. McConnell and Charles R. Greenwood
  3. 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
  4. Response to Intervention for Early Mathematics
       Scott Methe and Amanda M. VanDerHeyden
  5. Assessment of Social-Emotional and Behavioral Skills for Preschoolers within a Response to Intervention Model
       Edward G. Feil and Andy J. Frey

IV. Curriculum and Instruction within Response to Intervention

  1. Use of a Comprehensive Core Curriculum as the Foundation of a Tiered Model
       Diane Trister Dodge
  2. A Curriculum Framework for Supporting Young Children Served in Blended Programs
       Jennifer Grisham-Brown and Kristie Pretti-Frontczak
  3. Language and Literacy Curriculum and Instruction
       Stephanie M. Curenton, Laura M. Justice, Tricia A. Zucker, and Anita S. McGinty
  4. Math Curriculum and Instruction for Young Children
       Herbert P. Ginsburg, Barbrina Ertle, and Ashley Lewis-Presser
  5. Supporting Social and Emotional Development in Preschool Children
       Carolyn Webster-Stratton and M. Jamila Reid
  6. Embedded Instruction to Support Early Learning in Response to Intervention Frameworks
       Patricia Snyder, Mary Louise Hemmeter, Mary E. McLean, Susan R. Sandall, and Tara McLaughlin

V. Program-Level Supports for Implementing Response to Intervention in Early Childhood

  1. Using Consultation to Support the Implementation of Response to Intervention in Early Childhood Settings
       Steven E. Knotek, Carly Hoffend, and Kristina S. Ten Haagen
  2. Family Engagement within Early Childhood Response to Intervention
       Shana J. Haines, Amy McCart, and Ann Turnbull
  3. Professional Development: Supporting the Evidence-Based Early Childhood Practitioner
       Pamela J. Winton
  4. Preschool Inclusion and Response to Intervention for Children with Disabilities
       William H. Brown, Herman T. Knopf, Maureen A. Conroy, Heather Smith Googe, and Fred Greer
  5. Recognition & Response for Dual Language Learners
       Dor R. LaForett, Ellen S. Peisner-Feinberg, and Virginia Buysse
  6. Cross-Sector Policy Context for the Implementation of Response to Intervention in Early Care and Education Settings
       Beth Rous and Rena A. Hallam
  7. Response to Intervention in Early Childhood: The View from States
       Jim J. Lesko and Thomas Rendon
  8. Setting the Stage for Sustainability: Building the Infrastructure for Implementation Capacity
       Michelle A. Duda, Dean L. Fixsen, and Karen A. Blas

VI. Future Challenges and New Directions

  1. Promising Future Research Directions in Response to Intervention in Early Childhood
       Judith J. Carta and Charles R. Greenwood
  2. Evidence-Based Practice and Response to Intervention in Early Childhood
       Samuel L. Odom and Angel Fettig
  3. Building Consensus on the Defining Features of Response to Intervention in Early Childhood
       Heidi Hollingsworth and Camille Catlett


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