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date: 22 September 2019

Abstract and Keywords

Learning difficulties that typically lead to intervention in the academic setting, such as deficits in language, motor skills, phonological awareness, self-regulation, and executive functioning, are most often manifested in the preschool years. Despite this, appropriate services are not readily available in the early childhood classroom, causing young children to fall behind academically before they even enter kindergarten. Policymakers and educational professionals have begun to advocate for universal screening and early intervention services, as prevention, delivered through a multi-tiered intervention approach. School-age programs have responded to these guidelines by adopting a Response to Intervention (RTI) model of service delivery. While recent data has suggested that the RTI model is useful with school-aged populations, it is much less widely used for the universal screening and early intervention recommended by governing institutions of early care and education settings. However, with relatively simple modifications to the school-age model, the Preschool RTI model has the potential to effectively link observation and authentic assessment to early childhood care and instruction. The following chapter proposes a model for Preschool RTI, more appropriately designated as “Recognition and Response,” which includes the implementation of evidenced-based interventions that are linked to screening and assessment results, to meet the individual needs of each student. The model emphasizes prevention, mentoring, and consultation aligned with early childhood best practice standards.

Keywords: prevention, early intervention, response to intervention, recognition and response

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