Response-to-intervention in high-risk preschools: Critical issues for implementation

Psychology in the Schools

Volumn 48, Issue 5, 2011, Pages 502-512

  Ball, Carrie R ^a   Trammell, Beth A ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79953315355     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20572     Document Type: Article

References (52)

1. Al Otaiba, S. (2004). Response to early literacy instruction: Practical issues for early childhood personnel preparation. Journal of Early Childhood Teacher Education, 25, 201-209.
2. Arnold, D. H., Fisher, P. H., Doctoroff, G. L., & Dobbs, J. (2002). Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94, 762-770.
3. Barnett, D. W., VanDerHeyden, A. M., & Witt, J. C. (2007). Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational and Psychological Consultation, 17, 31-54.
4. Barnett, W. S., Epstein, D. J., Friedman, A. H., Sansanelli, R. A., & Hustedt, J. T. (2009). The state of preschool 2009: State preschool yearbook. New Brunswick, NJ: The National Institute for Early Education Research.
5. Batsche, G. M., Kavale, K. A., & Kovaleski, J. F. (2006). Competing views: A dialogue on response-to-intervention. Assessment for Effective Intervention, 32, 6-19.
6. Blair, K., Fox, L., & Lentini, R. (2010). Use of positive behavior support to address the challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education, 30, 68-79.
7. Burns, M., Scholin, S., Kosciolek, S., & Livingston, J. (2010). Reliability of decision-making frameworks for response-to-intervention for reading. Journal of Psychoeducational Assessment, 28, 102-114.
8. Carta, J. J. & Greenwood, C. R. (2009, March 16). RTI in pre-kindergarten. Conference call presentation to the USDE OSEP National Center on Response to Intervention Community of Practice, University of Kansas, Lawrence, KS.
9. Case, L. P., Speece, D., Silverman, R., Ritchey, K., Schatschneider, C., Cooper, D., et al., (2010). Validation of a supplemental reading intervention for first-grade children. Journal of Learning Disabilities, 43, 402-417.
10. Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 2, pp. 159-176). Washington, DC: National Association of School Psychologists.
11. Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Recognition & response: An early intervening system for young children at-risk for learning disabilities. Executive Summary. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute.
12. Fuchs, L. S., Fuchs, D., & Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39, 22-28.
13. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18, 157-171.
14. Gettinger, M., & Stoiber, K. (2007). Applying a response-to-intervention model for early literacy development in low-income children. Special Topics in Early Childhood Education, 27, 198-213.
15. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
16. Gresham, F. M. (2007). Evolution of the response-to-intervention concept: Empirical foundations. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 10-24). New York: Springer.
17. Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., et al. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223-236.
18. Honig, A. S., & Hirallal, A. (1998). Which counts more for excellence in childcare staff---Years in service, education level, or ECE coursework? Early Child Development and Care, 145, 31-46.
19. Individuals with Disabilities Education Improvement Act. (2004). 20 U. S. C. Sect. 1400 et seq. Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). Phonological Awareness Literacy Screening, pre-K teachers manual. Charlottesville, VA: University of Virginia.
20. Jackson, R., McCoy, A., Pistorino, C., Wilkinson, A., Burghardt, J., Clark, M., et al. (2007). National evaluation of Early Reading First: Final report, U.S. Department of Education, Institute of Education Sciences. Washington, DC: U.S. Government Printing Office.
21. Jackson, S., Pretti-Frontczak, K., Harjusola-Webb, S., Grisham-Brown, J., & Romani, J. M. (2009). Response to intervention: Implications for early childhood professionals. Language, Speech, and Hearing Services in Schools, 40, 424-434.
22. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.
23. Justice, L. M., McGinty, A. S., Cabell, S. Q., Kilday, C. R., Knighton, K., & Huffman, G. (2010). Language and literacy curriculum supplement for preschoolers who are academically at-risk: A feasibility study. Language, Speech, and Hearing Services in Schools, 41, 161-178.
24. Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). The role of professional development in implementing and sustaining multi-tier prevention and intervention models: Implications for response-to-intervention. School Psychology Review, 36, 618-631.
25. Lonigan, C. J., & Wilson, S. B. (2008). Report on the revised Get Ready to Read! screening tool: Psychometrics and normative information. Final report prepared for the National Center on Learning Disabilities. Retrieved December 30, 2010, from
26. Makin, L. (2003). Creating positive literacy learning environments in early childhood. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 327-337). Thousand Oaks, CA: Sage.
27. Malecki, C. K., & Demaray, M. K. (2008). Social behavior assessment and response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 161-171). New York: Springer.
28. McConnell, S. (2003). Get it, Got it, Go! Minneapolis, MN: Institute on Community Integration, University of Minnesota. Retrieved December 30, 2010, from.
29. McConnell, S. R., Priest, J. S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 1231-1246). Washington, DC: National Association of School Psychologists.
30. Mong, M., & Mong, K. (2010). Efficacy of two mathematics interventions for enhancing fluency with elementary students. Journal of Behavioral Education, 19, 273-288.
31. Morrow, L. M. (2008). Literacy development in the early years: Teaching children to read and write. New York: Allyn & Bacon.
32. National Institute for Early Education Research. (2003). NIEER fact sheet on Head Start teachers. Retrieved December 30, 2010, from
33. Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust.
34. Poncy, B. C., McCallum, E., & Schmitt, A. J. (2010). A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom. Psychology in the Schools, 47, 917-930.
35. Reynolds, C. R., & Shaywitz, S. E., (2009). Response-to-intervention: Ready or not? From wait-and-fail to watch-them-fail. School Psychology Quarterly, 24, 130-145.
36. Seethaler, P. M., & Fuchs, L. M. (2010). The predictive utility of kindergarten screening for math difficulty. Exceptional Children, 77, 37-59.
37. Shinn, M. (2008). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 243-262). Bethesda, MD: National Association of School Psychologists.
38. Skinner, C., & Jaspers, K. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, compare versus taped problems. Journal of Behavioral Education, 16, 27-37.
39. System to Enhance Educational Performance. (2010). Retrieved December 30, 2010, from
40. VanDerHeyden, A. M., Broussard, C., & Cooley, A. (2007). Further development of measures of early math development. Journal of School Psychology, 44, 533-553.
41. VanDerHeyden, A. M., & Snyder, P. (2006). Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all young children. School Psychology Review, 35, 519-534.
42. VanDerHeyden, A. M., Snyder, P. A., Broussard, C., & Ramsdell, K. (2007). Measuring response to early literacy intervention with preschoolers at risk. Topics in Early Childhood Special Education, 27, 232-249.
43. Vaughn, S., Cirino, P., Tolar, T., Fletcher, J., Cardenas-Hagan, E., Carlson, C., et al. (2008). Long-term follow-up of Spanish and English interventions for first-grade English language learners at risk for reading problems. Journal of Research on Intervention Effectiveness, 1, 179-214.
44. Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J., Denton, C. D., et al. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39, 3-21.
45. Vaughn, S., & Fuchs, L. S. (2006). A response to "Competing views: A dialogue of response to intervention." Assessment for Effective Intervention, 32, 58-61.
46. Vaughn, S., Wanzek, J., Linan-Thompson, S., & Murray, C. S. (2008). Monitoring response to supplemental services for students at risk for reading difficulties: High and low responders. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 234-243). New York: Springer.
47. Vellutino, F. R., Scanlon, D. M, Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157-169.
48. Vellutino, F., Scanlon, D., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, 21, 437-480.
49. Walker, D., Carta, J. J., Greenwood, C. R., & Buzhardt, J. F. (2008). The use of individual growth and development indicators for progress monitoring and intervention decision making in early education. Exceptionality, 16, 33-47.
50. Wanzek, J., & Vaughn, S. (2010). Tier 3 interventions for students with severe reading problems. Theory into Practice, 49, 305-314.
51. Wendling, B. J., & Mather, N. (2009). Essentials of evidence-based academic interventions. Hoboken, NJ: Wiley.
52. Wilson, S. B., & Lonigan, C. J. (2010). Identifying preschool children at risk of later reading difficulties: Evaluation of two emergent literacy screening tools. Journal of Learning Disabilities, 43, 62-76.