This course will introduce you to tiered instruction, also known as Response to Intervention (RTI) and Positive Behavioral Support (PBS). You will examine how a tiered approach can be used to enhance learning and development in young children and specific practices related to both social-emotional development and academic learning or cognitive development that can be used either independently or together.

Course objectives
At the end of this course, you will be able to:

  • Describe effective tiered instruction related to social emotional development and academic learning for use with young children in early care and education programs; and
  • Use a decision-making process to help integrate various sources of evidence and determine whether tiered instruction could be used to promote positive behaviors and academic learning in young children in early care and education programs.

This course aligns with the following 2014 DEC Recommended Practices:

  • A9. Practitioners implement systematic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed.
  • INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
  • INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.

This is a 4-hour course worth .4 CEUs.

CEUs are approved by the Friday Center for Continuing Education at the University of North Carolina-Chapel Hill. This course has also been approved for early childhood state training hours in the following states: Colorado, Kentucky, Mississippi, North Carolina, Utah. Early intervention credits (i.e., 4 credits) have also been approved by the Ohio Department of Developmental Disabilities.