Response to Intervention: Applications for AAC in Preschool Settings
Abstract Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act (IDEA, 2004) promotes an alternative method, “Response to Intervention” or RTI, to identify and provide early intervention to all children at risk for school failure. Recognition and Response (R & R) is the RTI model for preschool-aged children. Children with complex communication needs, who use augmentative and alternative communication (AAC), are at risk for failing in the preschool classroom and can benefit from the educational supports provided through R & R. This article discusses the levels of support provided by RTI and strategies and supports for achieving academic success for preschool children who use AAC.