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Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education

Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education

Sara Bicard, David F. Bicard, Kathryn Nichols, Esther Plank
Copyright: © 2012 |Pages: 18
ISBN13: 9781613503171|ISBN10: 1613503172|EISBN13: 9781613503188
DOI: 10.4018/978-1-61350-317-1.ch010
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MLA

Bicard, Sara, et al. "Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education." Child Development and the Use of Technology: Perspectives, Applications and Experiences, edited by Sally Blake, et al., IGI Global, 2012, pp. 194-211. https://doi.org/10.4018/978-1-61350-317-1.ch010

APA

Bicard, S., Bicard, D. F., Nichols, K., & Plank, E. (2012). Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education. In S. Blake, D. Winsor, & L. Allen (Eds.), Child Development and the Use of Technology: Perspectives, Applications and Experiences (pp. 194-211). IGI Global. https://doi.org/10.4018/978-1-61350-317-1.ch010

Chicago

Bicard, Sara, et al. "Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education." In Child Development and the Use of Technology: Perspectives, Applications and Experiences, edited by Sally Blake, Denise L. Winsor, and Lee Allen, 194-211. Hershey, PA: IGI Global, 2012. https://doi.org/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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