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Program Design Collaboration Service Models Individual Group Classroom Speech-Language Pathologist’s Roles in the RTI Framework

Program Design Collaboration Service Models ◦ Individual ◦ Group ◦ Classroom

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Page 1: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

Program Design Collaboration Service Models

◦ Individual◦ Group◦ Classroom

Speech-Language Pathologist’s Roles in the RTI Framework

Page 2: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

SLPs assist with design and implementation of RtI:

◦ Explain the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design

◦ Utilize evidence-based practice for language and literacy assessment and intervention approaches

◦ Plan for and conduct professional development on the language basis of literacy and learning

◦ Interpret a school’s progress in meeting the intervention needs of its students

Program Design

Page 3: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

SLPs collaborate and/or consult with families, teachers, administrators, and other special service providers:

◦Assist with universal screening◦Participate in progress monitoring systems◦Contribute to intervention assistance teams◦Provide expertise to meet the needs of students in initial RTI tiers with a specific focus on language learning and literacy

◦Help families understand the language basis of literacy and learning as well as the specific language issues pertinent to an individual child

Collaboration

Page 4: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

SLPs provide interventions for individual students, groups of students, or whole classrooms for students at-risk:

◦Conduct screenings and/or assessments to track students at-risk

◦Provide evidence-based interventions to intervene with students who may respond to intense short-term interventions rather than being placed in special education

◦Identify, use, and disseminate evidence-based practices for speech and language services or RTI interventions at any tier

Service Models

Page 5: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

Speech-Language Impact on Learning

5 Pillars of Literacy Speech-Language Targets

Phonemic Awareness Phonological awareness (blending/segmenting/rhyming)

Phonics Articulation (sound errors, i.e. /t/ for /k/) decoding

Vocabulary Expressive/Receptive Language

Comprehension Cognition (language and memory)

Reading Fluency Combination of above skills

Page 6: Program Design  Collaboration  Service Models ◦ Individual ◦ Group ◦ Classroom

Ehren, B., Montegomery, J., Rudebusch, J., Whitmire, K. (2006). Responsiveness to intervention: New roles for speech-language pathologists. Available online from www.asha.org

Gottfred, Catherine. (October, 2010). Interventions for the struggling reader. Apostolic Church of God, Chicago, IL.

References