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Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education
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Author(s): Sara Bicard (The University of Memphis, USA), David F. Bicard (The University of Memphis, USA), Kathryn Nichols (The University of Memphis, USA)and Esther Plank (The University of Memphis, USA)
Copyright: 2012
Pages: 18
Source title:
Child Development and the Use of Technology: Perspectives, Applications and Experiences
Source Author(s)/Editor(s): Sally Blake (Flagler College, USA), Denise L. Winsor (University of Memphis, USA)and Lee Allen (University of Memphis, USA)
DOI: 10.4018/978-1-61350-317-1.ch010
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Abstract
This chapter will describe how multiple tiers of increasingly intensive interventions function as early intervening services and how technology can aid in the implementation of multi-tiered interventions. Children who display consistent inappropriate behavior or academic performance, below their peers or benchmark while receiving primary supports, need a secondary intervention that is more focused and intense to reduce problem behavior and remediate the academic deficit and increase appropriate behavior and learning.
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