Early Childhood Education
A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery
Published January 29th 2013 by Routledge – 136 pages
Series: School-Based Practice in Action
In the past several years, models of multi-tiered service delivery have emerged as a framework for supporting the needs of school-aged children in schools across the country and have received much attention in scholarly publications of education and related fields. Despite the needs of young children and the promise of early intervention, however, models of multi-tiered service delivery are only in the beginning stages of development in early childhood education settings such as preschools. This text provides early-childhood professionals with an introduction to tiered service delivery and practical considerations in the implementation of a multi-tier system of supports with particular emphasis on early childhood law and ethics, assessment and intervention, developmental disabilities, and family engagement.
CE credit is available to purchasers of this book at www.mensanapublications.com.
"Early Childhood Education is a practical guide for enhancing service delivery through innovative directions in assessment and intervention. The authors thoughtfully discuss RTI’s applications with a focus on assessment and intervention in domains essential for school success. This text should serve as a valuable resource for educators, administrators, and those interested in strengthening early education and its role in a seamless service delivery model."
—Robin L. Hojnoski, PhD, associate professor of school psychology at Lehigh University
"The authors have assembled an impressive body of work on an emerging area of practice in early childhood education—multi-tiered service-delivery models. The result is a handy reference guide that does more than introduce early educators to this topic: it bridges the gulf between theory and practice by offering practical information on the implementation of these practices in ways that promote child development and family engagement."
—Virginia Buysse, PhD, senior scientist and project director at the Recognition & Response Project, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
"During this extraordinary time of development in evidence-based early childhood education practice, there is a void of summative resources that describe the assessments and interventions available to practitioners engaged in improving multi-tiered services. This incredibly informative text highlights important components of a preschool-friendly multi-tiered service-delivery model. A well-organized book, it can be used in internship training settings and school districts as a foundational resource for those enriching early childhood education services in our special-education and inclusive settings."
—Melissa S. Brown, PhD, school psychologist, Glenview School District 34 and site supervisor, Illinois School Psychology Internship Consortium
1. An Introduction to Evidence-Based Early Childhood Education Practice within a Multi-Tiered Service Delivery Model 2. The Law, Ethical Standards, and Guidelines for MTSS in Early Childhood Education 3. Universal Screening of Early Academic Skills 4. Academic Interventions and Progress-Monitoring: Tiers 1, 2, & 3 5. Screening of Social-Emotional and Behavioral Functioning 6. Social- Emotional and Behavior Interventions and Progress-Monitoring: Tiers I, II, & III 7.Developmental Disability Identification and Considerations for Inclusion 8.Family Engagement in Early Childhood Education 9.Summary and Future Directions for Early Childhood MTSS
Gina Coffee, PhD, is an assistant professor in the school psychology program at Loyola University Chicago. In practice, teaching, and research, Dr. Coffee focuses on the prevention of academic, behavioral, social, emotional, and health difficulties in children through collaboration with educators, parents, and community members. In 2010, she was awarded the Early Career Research Award by the Society for the Study of School Psychology.
Corey E. Ray-Subramanian, PhD, is a licensed psychologist who provides clinical services to children with developmental disabilities and their families through the Waisman Center at the University of Wisconsin-Madison. She is also involved in federally funded research related to children with autism spectrum disorders. Prior to her work at the Waisman Center, Dr. Ray-Subramanian was on the faculty in the department of psychology at Northern Illinois University.
Thomas Schanding, PhD, is a licensed psychologist, licensed specialist in school psychology, and nationally certified school psychologist working with Sheldon Independent School District in Houston, Texas. He serves as the associate director of outreach/core faculty member in Special Education for the LoneStar LEND with the University of Texas Health Science Center and previously taught in the School Psychology program at the University of Houston.
Kelly A. Feeney-Kettler, PhD,is an educational consultant in New Jersey. She earned a PhD in educational psychology, with a specialization in school psychology, from the University of Wisconsin-Madison and was recognized by Division 16 of the APA with an outstanding dissertation award. She held a postdoctoral fellowship with a concentration in early childhood at Vanderbilt University and received the Early Career Scholar Award from the Society for the Study of School Psychology.