Response to Intervention and the Pyramid Model

Abstract

Response to Intervention (RtI) is a systematic decision-making process that has gained widespread popularity as a problem-solving framework for organizing hierarchies of evidence-based interventions in the context of ongoing progress monitoring. Initially applied to literacy instruction, RtI is being incorporated into an expanding breadth of domains, including early intervention and the prevention of social-emotional delays and the occurrence of challenging behaviors. In this article, we describe RtI and its relationship to the "Pyramid Model" (L. Fox, G. Dunlap, M. L. Hemmeter, G. Joseph, & P. Strain, 2003) for promoting social, emotional, and behavioral development of young children. The 2 approaches have close parallels and are considered to be highly compatible. The discussion examines this congruence, identifies challenges in need of resolution, and emphasizes the exciting promise offered by the emergence and implementation of the 2 problemsolving and decision-making frameworks.

Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong

“…As few studies, particularly studies on intervention programmes, have been found in the area of social-emotional well-being in early childhood within the region, comparison of results obtained with similar studies is difficult. Moreover as L. Fox, one of the founders of the Wisconsin Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children acknowledges, evidence on the effectiveness of relationship building and the cultivation of a high-quality learning environment on a better socialemotional competence outcome is still emerging (Fox et al 2010). The results of this study could potentially provide a piece of evidence to support the Pyramid Model.…”

Prevention of violence, abuse and neglect in early childhood: a review of the literature on research, policy and practice

“…International efforts have focused on the survival of children and their families. Hurley, Saini, Warren, and Carberry (2013) describes the use of the Pyramid Model (Fox, Carta, Strain, Dunlap, & Hemmeter, 2010) for preschool-aged refugee children living in a refugee resettlement community. The research-based Pyramid Model basically enhances positive social and emotional development in preschool children through building positive collaborative relationships with families as a context for supporting children.…”

The Response to Intervention (RTI) Approach in Early Childhood

“…The RTI approach in early childhood programs is emerging (Buysee & Peisner-Feinberg, 2009;Fox, Carta, Strain, Dunlap, & Hemmeter, 2010;, and its designers must take into account the unique challenges present in the early childhood system, not the least of which are the lack of a universal access to early education and the lack of a unified early childhood education system (Greenwood, 2009). The purpose of this article is to survey the current status of RTI implementation in early childhood settings serving children from birth to age 5 prior to kindergarten.…”

“…The Teaching Pyramid is a product of the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSE) (Fox et al, 2009;Hemmeter, Ostrosky, & Fox, 2006). The model describes three tiers of intervention practice: universal promotion for all children, secondary preventions to address the intervention needs of children at risk for social-emotional delays, and tertiary interventions needed for children with persistent challenges (see Figure 2, left panel).…”