Children Placed at Risk for Learning and Behavioral Difficulties Implementing a School-Wide System of Early Identification and Intervention

• Published in: Remedial and special education Vol. 24; no. 1; pp. 27 - 35
• Main Authors: O'Shaughnessy, Tam E., Lane, Kathleen L., Gresham, Frank M., Beebe-Frankenberger, Margaret E.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA Sage Publications 01.01.2003; SAGE PUBLICATIONS, INC
• Subjects: Aggressiveness; Antisocial personality disorder; Assessment; Behavior; Behavior Patterns; Behavior Problems; Behaviour disordered young children; Children & youth; Early Childhood Education; Early Identification; Early Intervention; Early intervention programmes; Early literacy; Educational Change; Educational Practices; Evaluation; Families & family life; Identification; Learning; Learning disabilities; Learning Problems; Peers; Phonology; Preschool education; Program Development; Program Implementation; Reading; Reading disabled young children; School Activities; Schools; Special education; Teachers; USA; Word Recognition; United States > US
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/074193250302400103

Over the past 2 decades, a substantial knowledge base has accumulated about the fundamentals of young children's learning difficulties and behavioral problems. This information provides educators with powerful and practical information about how to identify children in need of intervention and how to ensure successful school experiences for all learners. In addition, a growing body of research is beginning to shed light on how to effectively incorporate empirically supported approaches into daily practices. This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.