Exceptional Professional Learning for RtI Implementation in Early Childhood Settings

  • Kizzy Albritton
  • Stephen D. Truscott
  • Nicole Patton Terry


Response to Intervention (RtI) is a multi-tiered problem-solving approach that has been used to help struggling school-aged children and is now proposed as a promising evidence-based model for early childhood settings. Successful implementation of RtI may require early childhood practitioners to develop new skills in assessment, intervention, and data-based decision making. Since these individuals may not receive formal training in the aforementioned areas, providing effective professional development may be a critical element needed to address these challenges. Unfortunately, there continues to be little emphasis on professional development for early childhood RtI implementation despite the clear need for such services. This article proposes a professional development framework to address RtI implementation in early childhood settings.


Response to Intervention Early childhood educators Professional development 



No funding was received for the completion of this study.

Compliance with Ethical Standards

Conflict of Interest Statement

The authors declare that they have no competing interests.

Ethical Approval

This article does not contain any studies with human participants performed by any of the authors.


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© California Association of School Psychologists 2017

Authors and Affiliations

  1. 1.School of Lifespan Development and Educational SciencesKent State UniversityKentUSA
  2. 2.Department of Counseling and Psychological ServicesGeorgia State UniversityAtlantaUSA
  3. 3.Department of Educational Psychology, Special Education, and Communication DisordersGeorgia State UniversityAtlantaUSA

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