Examining Response to Intervention Using a Framework of Best Practice from Early Childhood Special Education

Abstract

Response to Intervention (RTI) models are likely to be implemented in early childhood settings with greater frequency to target academic and developmental skills. With an increasing number of classrooms serving children with identified special needs, it is necessary to examine how current frameworks for RTI models meet the needs of all children in the classroom, including those with identified developmental delays and disabilities. To do this, we reviewed five comprehensive RTI models proposed for preschool classrooms according to a framework based on foundational tenets in early childhood special education practice. Two independent researchers coded articles that described RTI models for presence of the foundational tenets and associated evidence-based practices described by Odom and Wolery (2003). Several foundational tenets were contained in the majority of RTI models, whereas others were not addressed adequately. Results provide the early childhood education and early childhood special education fields direction in development and implementation of inclusive early childhood RTI models.