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ERIC Number: EJ788278
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0279-6015
Response to Intervention for Young Children with Extremely Challenging Behaviors: What It Might Look Like
Barnett, David W.; Elliott, Neely; Wolsing, Laurie; Bunger, Carrie Elizabeth; Haski, Heidi; McKissick, Chele; Vander Meer, Carolyn D.
School Psychology Review, v35 n4 p568-582 2006
Response to intervention is a framework for organizing planned sequences of prevention and empirically validated interventions ordered by intensity. Plans might increase or decrease in intensity depending on risk status and outcomes. If interventions are well sequenced and technically adequate, these outcomes can be interpreted (with other sources) as evaluation data concerning educational needs. This article presents "broad-spectrum" response to intervention as a method for answering practical preschool service delivery questions. Following a presentation of key literatures and a model for this purpose, and elaborating on decision making for extremely challenging behaviors, a case study adapted from a school psychology practicum is presented. The case study shows how response to intervention might work in preschools. Possible advantages, problem areas, and practice implications are discussed. (Contains 1 figure and 1 footnote.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A