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Response to Intervention
Program Design
SLPs can be a valuable resource as schools design and implement a variety of RTI models. The
SLPs can be a valuable resource as schools design and implement a variety of RTI models. The
- Following functions are some of the ways in which SLPs can make unique contributions:
- Explain the role that language plays in curriculum, assessment,and instruction, as a basis for appropriate program design Explain the interconnection between spoken and written language
- Identify and analyze existing literature on scientifically based literacy assessment and
- Assist in the selection of screening measures
- Help identify systemic patterns of student need with respect to language skills
- Assist in the selection of scientifically based literacy intervention
- Plan for and conduct professional development the language basis of literacy and learning
- Interpret a school’s progress in meeting the intervention needs of its students
- SLPs have a long history of working collaboratively with families, teachers, administrators, andother special service providers. SLPs play critical roles in collaboration around RTI efforts,
- Assisting general education classroom teachers with universal screening
- Participating in the development and implementation of progress monitoring systems and the analysis of student outcomes
- Serving as members of intervention assistance teams, utilizing their expertise in language, its disorders, and treatment
- Consulting with teachers to meet the needs of students in initial RTI tiers with a specific focus on the relevant language underpinnings of learning and literacy
- Collaborating with school mental health providers (school psychologists, social workers, and counselors), reading specialists, occupational therapists, physical therapists, learning disabilities specialists, and other specialized instructional support personnel (related/pupil services personnel) in the implementation of RTI models
- Assisting administrators to make wise decisions about RTI design and implementation, considering the important language variables
- Working collaboratively with private and community-employed practitioners who may be serving an individual child
- Interpreting screening and progress assessment results to families
- Helping families understand the language basis of literacy and learning as well as specific language issues pertinent to an individual child
- SLPs continue to work with individual students, in addition to providing support through RTI activities. These roles and responsibilities include the following:
- Conducting expanded speech sound error screening for K-3 students to track students at risk and intervene with those who are highly stimulable and may respond to intense short-term interventions during a prolonged screening process rather than being placed in special education
- Assisting in determining “cut-points” to trigger referral to special education for speech and language disabilities
- Using norm-referenced, standardized, and informal assessments to determine whether students have speech and language disabilities
- Determining duration, intensity, and type of service that students with communication disabilities may need
- Serving students who qualify for special education services under categories of communication disabilities such as speech sound errors (articulation), voice or fluency disorders, hearing loss, traumatic brain injury, and speech and language disabilities concomitant with neurophysiological conditions
- Collaborating with classroom teachers to provide services and support for students with communication disabilities
- Identifying, using, and disseminating evidence-based practices for speech and language services or RTI interventions at any tier