Abstract
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.
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