Response to Intervention Speech and Language

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Response to Intervention Speech and Language

• Kathy Haugan
• RtI Specialist

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Key Features of Response to Intervention

• RtI is a general education initiative designed to
  address the needs of all learners early in their
  educational experience.
• RtI is based on a problem-solving model that uses
  data to inform decision-making and develop
  interventions.
• RtI interventions are research based,
  systematically applied, and delivered by highly
  qualified personnel.

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Three Tiered Model of School Supports Example of
an Infrastructure Resource Inventory
Academic Systems
Behavioral Systems
Tier III Comprehensive and Intensive
Interventions ( Few Students) Students who need
Individualized Interventions
Tier III Intensive Interventions ( Few
Students) Students who need Individual
Intervention
Tier II Strategic Interventions (Some
Students) Students who need more support in
addition to the core curriculum
Tier II Targeted Group Interventions (Some
Students) Students who need more support in
addition to school-wide positive behavior program
Tier I Universal Interventions All students all
settings
Tier I Core Curriculum All students
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Problem Solving

• A process that uses the skills of professionals
  from different disciplines to develop and
  evaluate intervention plans that improve the
  school performance of students.

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Steps in Problem Solving

• Problem identification (Fact finding and review
  of existing data)
• Problem Analysis (Generate ideas about possible
  causes-hypotheses)
• Intervention Design (Link what has been learned
  to intervention)
• Response to Intervention (Is it working?)

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Recommended Approach

• Identify students needing additional support -
  minimal problem analysis.
• Implement pre-determined, research-based
  interventions (standard protocol) based on
  diagnostic data.
• Monitor progress.
• If poor response, return to problem solving steps
  to customize intervention.

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Data Based Decision Teams

• Teams meet weekly and review school wide data.
• Teams use data to identify problems and goals,
  generate hypotheses, recommend interventions, and
  assign staff to follow through with interventions
  and progress monitoring.
• Teams review graphed Tier II progress monitoring
  data.

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Tier 2

• What specific supplemental intervention/support
  is planned to improve the performance of
  students?
• How effective is supplemental instruction?
• How often is progress monitored and what progress
  monitoring tool is used?
• What are the decision rules to determine the need
  for Tier II intervention?

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Tier 2 Defined

• Office of Special Education Programs (OSEP)
• Tier Two is small-group supplemental instruction
  (ratio of up to one teacher to five students,
  15) provided by a specialist, tutor, or special
  education teacher to students who fail to make
  adequate progress in the general classroom. Tier
  Two includes programs, strategies, and procedures
  designed and employed to supplement, enhance, and
  support Tier One instruction to all students.

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Speech and Language Pathologists Roles in RtI

• SLPs must engage in new and expanded roles that
  incorporate prevention and identification of
  at-risk students as well as more traditional
  roles of intervention. Their contribution to the
  school community can be viewed as expertise that
  is used through both direct and indirect services
  to support struggling students, children with
  disabilities, the teachers and other educators
  who work with them, and their families.

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SLP Role Expansion

• This involves a decrease in time spent on
  traditional models of intervention (e.g.,
  pull-out therapy) and more time on consultation
  and classroom-based intervention. It also means
  allocation and assignment of staff based on time
  needed for indirect services and support
  activities, and not based solely on direct
  services to children with disabilities. (adapted
  from asha)

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Assessment

• Within the RtI model there are four types of
  assessment screening, diagnostic, progress
  monitoring and outcome measures. The SLP has a
  role in all four areas and can assist teachers in
  interpreting and planning intervention.

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SLP as a Team Member

• The school based SLP has a unique role in the
  area of literacy. SLPs can assist students whose
  reading deficiencies, especially in vocabulary
  and reading comprehension, can be directly linked
  to difficulties in language. This involvement is
  supported by their knowledge of the strong
  connection between language and reading. As a
  collaborative partner with teachers, parents and
  administrators, the SLP can have a direct impact
  on fostering reading success for all students not
  just those on their caseload.

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Comprehension

• The risk of developing reading disorders,
  specifically decoding and comprehending,
  significantly increases in children with language
  impairment. The role of the SLP in comprehension
  instruction would involve insuring that children
  have well developed foundational oral language
  skills including inference, meta-cognitive skills
  and text structure.

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Vocabulary

• Improving students vocabulary knowledge has
  become an educational priority. Student word
  knowledge is strongly linked with academic
  accomplishment, because a rich vocabulary is
  essential to successful reading comprehension.
  (Johnson and Johnson, 2004) Explicit vocabulary
  instruction provides students the support to
  improve background knowledge, expand oral
  language, increase exposure to essential
  vocabulary and encourage students to participate
  in classroom discussions.

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Process for SLP

• Participate as a PS/RtI Team Member
• to review Tier 1 data and identify trends.
• Facilitate with the Tier 2 problem solving
  process
• Identify language needs through the use of a
  screener as determined by analysis of Tier 2
  group data.
• Collaboratively develop language/literacy based
  interventions for students whose rate of progress
  and/or response to intervention is insufficient
  compared to peer/AYP group.
• Assist with progress monitoring/ graphing.

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Graph Components

• Skill in equal increments on the left vertical-y
  axis
• Time in equal increments on the bottom horizontal
  x axis
• Aim line plotted from baseline to goal
• Trend line from baseline along data points
• Keep increments consistent!

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Graphing Reading Groups
Scores
Weeks
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Professional Resources

• DOE Technical Assistance Papers
• TAP 12740 The Response to Intervention (RtI)
  Model http//www.fldoe.org/ese/pdf/y2006-8.pdf
• TAP 312697 Roles of Speech-Language Pathologists
  in Re-gard to Reading http//www.fldoe.org/ese/pdf
  /y2006-1.pdf

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Web Resources

• FCRR Student Center Activities
• http//www.fcrr.org/SCASearch/
• FCRR (Florida Center for Reading Research),
  www.fcrr.org
• Just Read, Florida!, www.justreadflorida.com
• LEaRN (Literacy Essentials and Reading Network),
• www.justreadflorida.com/LEaRN
• FLaRE (Florida Literacy and Reading Excellence),
• http//flare.ucf.edu
• RFPD (Reading First Professional Development),
• http//rfpd.ucf.edu
• Center on Instruction, www.centeroninstruction.org
  
• LD Online, www.ldonline.org
• Florida response to Intervention (RtI),
  www.florida-rti.org

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Contacts

• Kathy Haugan, RtI Resource Specialist
• Professional Development
• 751-6550 ext. 2256
• Linda Fowler, RtI Resource Specialist
• Professional Development
• 761-6550 ext. 2218
• RtI Secretary
• Professional Development
• 761-6550 ext. 2293