Response to intervention: Implications for early childhood professionals

Language, Speech, and Hearing Services in Schools

Volumn 40, Issue 4, 2009, Pages 424-434

  Jackson, Sarah ^a   Pretti Frontczak, Kristie ^a   Harjusola Webb, Sanna ^a   Grisham Brown, Jennifer ^b   Romani, Jeanne M ^c  

^a KENT STATE UNIVERSITY   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

^c Hudson City School District   (United States)

Author keywords

Early childhood special education; Preschool children; Response to intervention

Indexed keywords

ARTICLE; CURRICULUM; EARLY CHILDHOOD INTERVENTION; HUMAN; METHODOLOGY; PRACTICE GUIDELINE; PRESCHOOL CHILD; SPEECH DISORDER; TEACHING; THEORETICAL MODEL;

CHILD, PRESCHOOL; CURRICULUM; EARLY INTERVENTION (EDUCATION); HUMANS; MODELS, THEORETICAL; PRACTICE GUIDELINES AS TOPIC; SPEECH-LANGUAGE PATHOLOGY; TEACHING;

EID: 70349981932     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2009/08-0027)     Document Type: Article

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