Filling an Information Gap in Preschool MTSS and RTI Decision Making

Autor/inn/en	Greenwood, Charles R.; Carta, Judith J.; Schnitz, Alana G.; Irvin, Dwight W.; Jia, Fan; Atwater, Jane
Titel	Filling an Information Gap in Preschool MTSS and RTI Decision Making
Quelle	85 (2019) 3, S.271-290 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Response to Intervention; Decision Making; Access to Information; Preschool Children; Literacy Education; Student Behavior; Educational Opportunities; Learner Engagement; Preschool Teachers; Teacher Behavior; Risk; Student Characteristics; English Language Learners; Students with Disabilities + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Bildungsangebot; Bildungschance; Erzieher; Erzieherin; Kindergärtnerin; Teacher behaviour; Lehrerverhalten; Risiko; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	A tenet of multitiered systems of support and response to intervention (MTSS/RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS/RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children's co-occurring academic engagement also was low but varied widely depending on the activity and teacher's literacy focus, and (c) children's personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed. [This article was published in "Exceptional Children" (EJ1211657).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01