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This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers; the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.

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Sandra Hess Robbins is an Assistant Professor of Early Childhood and Special Education at the University of West Georgia. She earned her bachelor s degree from the University of Wisconsin, Oshkosh and then worked in preschool settings while she earned both her Master s degree and Ph.D. in special education from Kent State University.

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