Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

Scott R. McConnell; Alisha K. Wackerle-Hollman; Tracy A. Roloff; Michael Rodriguez

doi:10.1177/1053815115578559

Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

Scott R. McConnell, Alisha K. Wackerle-Hollman, Tracy A. Roloff, Michael Rodriguez

Educational Psychology

Research output: Contribution to journal › Article › peer-review

35 Scopus citations

Abstract

The overall architecture and major components of a measurement system designed and evaluated to support Response to Intervention (RTI) in the areas of language and literacy in early childhood programs are described. Efficient and reliable measurement is essential for implementing any viable RTI system, and implementing such a system in early childhood programs presents several special challenges. This article describes (a) the general approach taken to developing and evaluating this measurement system, including its conceptual and methodological foundations, methods, and results for developing items and scales for second-generation Individual Growth and Development Indicators (IGDIs 2.0), and (b) use of these scales in a larger decision-making framework for differentiating language and literacy instruction to match the needs of preschool children at risk of academic difficulties. The authors conclude with a review of some challenges associated with developing measurement for differentiated instruction in early childhood settings.

Original language	English (US)
Pages (from-to)	263-280
Number of pages	18
Journal	Journal of Early Intervention
Volume	36
Issue number	4
DOIs	https://doi.org/10.1177/1053815115578559
State	Published - Dec 4 2014

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by Grant R324C080011 to the Center for Response to Intervention in Early Childhood, from the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education, to the University of Kansas; Charles Greenwood and Judith Carta, Principal Investigators.

Publisher Copyright:
© 2015 SAGE Publications

Keywords

Center for Response to Intervention in Early Childhood
and development indicators
assessment
early literacy
individual growth
language
multi-tiered systems of support
response to intervention
universal screening

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Designing a Measurement Framework for Response to Intervention in Early Childhood Programs

Abstract

Bibliographical note

Keywords

UN SDGs

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