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Children Placed at Risk for Learning and Behavioral DifficultiesImplementing a School-Wide System of Early Identification and Intervention
Tam E. O'Shaughnessy
San Diego State University, toshaugh{at}mail.sdsu.edu
Kathleen L. Lane
Peabody College of Vanderbilt University
Frank M. Gresham
School Psychology Program at the University of California-Riverside
Margaret E. Beebe-Frankenberger
Graduate School of Education at the University of California-Riverside
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.
Remedial and Special Education, Vol. 24, No. 1,
27-35 (2003)
DOI: 10.1177/074193250302400103
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