1. Response to Intervention: Speech Therapy Involvement Jacqueline Johnson, MS/CCC-SLP Speech-Language Pathologist

2. What is the SLPs role with RTI? 3 Aspects:

3. Why should SLPs be involved? Foremost sign of later reading disability: Percentage of kids having specific language impairment:

4. Further Rationale Percentage of kids that are speech/language only: Increase of Learning Disabilities: Percentage of Special Ed population that are LD: Percentage of LD students that are impaired in reading:

5. Fletcher & Lyon, 2001 What are the causes of these language-based disabilities? Lack of remediation efficacy after: Identification of LD using assessments after: Students have not been adequately: Students may lose motivation to read after:

6. Rudebusch, 2007 What challenges exist for current SLPs? Inconsistent eligibility guidelines between: Difficulty integrating services with: Restrictions on time usage:

7. Who initiates speech/language based interventions in RTI? Dependent upon screening procedures by: Grade-Specific vs. Deficit Specific What has already been done?

8. Kame'enui, Simmons & Coyne, 2000 Looking at the Tiers: Tier 1 Instruction provided by: Literacy – Protected Time: Preschoolers: Kindergarteners: 1 st Graders:

9. Justice, 2006 Literacy Instruction Word Study (phonemic awareness, sight-word development, phonics instruction): Reading (independent w/self-select, guided w/instructional level; interactive w/comprehension): Writing & Grammar (journal writing or dictated writing):

10. Invernizzi, Meier & Sullivan, 2002, 2004 Direct SLP Tier 1 Activities Screening Measures Universal (beginning of year) Identify students with: Check for: Expanded (3-4 times/year) Commercially Available: District Developed has the:

11. Indirect SLP Activities Observation in: Homework Programs Consultation w/:

12. Tier 2 Activities Enter Tier 2 when… Additional support does not help student keep: Student is below cutoff score at progress monitoring:

13. Activity Examples 30 mins direct, 2-4 times/week at a rotation of: The students will monitor/chart: Services provided by: Articulation—If the student can correct errors to: If no noticeable progress:

14. Tier 3 Activities Enter when: 5 times/week, 30-60 minute sessions More weeks than Tier 2 If there is no noticeable progress:

15. Tier 3 Example (Montgomery & Moore-Brown, 2005) Designed for Elementary students struggling with: 9 weeks, 45 hour program 1 hour, 5 days/week Phonemic awareness, vocabulary comprehension provided by: Phonics, reading fluency, reading comprehension provided by:

16. Bowen, 2006 Evidence Based Practice for Teachers Getting the correct production: Asking for tasks from SLPs: Ordering RTI kids from distributors: Materials—Eliciting Sounds, 2 nd Edition (Secord, et al, 2007) Quick Screen Demo