Responses to Intervention Program Outcomes for Pre-K This article addresses outcomes as they relate to a responsiveness-to-intervention (RTI/RtI) model used in a pre-kindergarten (pre-k) setting. The RTI model requires frequent progress monitoring of at-risk students' responses to evidence-based interventions. Treatment outcomes studies judge whether interventions are effective for their intended purpose. This article defines outcomes, describes the ... Article
Article  |   June 01, 2009
Responses to Intervention Program Outcomes for Pre-K
Author Affiliations & Notes
  • Lisa Webb
    Dublin City School District, Dublin, GA
  • Leigh Anne Griggs
    Dublin City School District, Dublin, GA
  • Charlette Green
    Cherokee County School District, Canton, GA
  • Charlette GreenColumn Editor
Article Information
School-Based Settings / Professional Issues & Training / Outcomes
Article   |   June 01, 2009
Responses to Intervention Program Outcomes for Pre-K
SIG 11 Perspectives on Administration and Supervision, June 2009, Vol. 19, 51-61. doi:10.1044/aas19.2.51
SIG 11 Perspectives on Administration and Supervision, June 2009, Vol. 19, 51-61. doi:10.1044/aas19.2.51
Abstract

This article addresses outcomes as they relate to a responsiveness-to-intervention (RTI/RtI) model used in a pre-kindergarten (pre-k) setting. The RTI model requires frequent progress monitoring of at-risk students' responses to evidence-based interventions. Treatment outcomes studies judge whether interventions are effective for their intended purpose. This article defines outcomes, describes the importance of outcomes in an RTI model, and tells how to obtain outcome data. Outcomes from a pre-k language intervention will be presented.

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