Speech-language pathologists' reactions to response to intervention: a qualitative study.

Area of Science:

• Speech-Language Pathology
• Educational Psychology
• Intervention Science

Background:

• Response to Intervention (RTI) is a multi-tiered system for supporting students with learning difficulties.
• The role of Speech-Language Pathologists (SLPs) within RTI frameworks is a critical area of investigation.
• Understanding SLP perspectives is essential for effective RTI implementation.

Purpose of the Study:

• To explore the qualitative experiences and concerns of SLPs regarding Response to Intervention (RTI).
• To identify key themes related to challenges, support, implementation, and the SLP role in RTI.

Main Methods:

• Qualitative analysis of open-ended survey responses from 300 SLPs.
• The study is part of a larger national survey of 2000 SLPs on RTI opinions.
• Data analysis involved identifying meaning units and emergent themes.

Main Results:

• Four primary themes emerged: challenges/concerns, support for the model, implementation issues, and the SLP role.
• Key challenges included insufficient training, heavy SLP workloads, and delayed referrals for students needing language services.
• SLPs highlighted the need for educational leader support and universal buy-in for successful RTI.

Conclusions:

• SLPs express both support for and challenges with the RTI model.
• Effective RTI implementation requires adequate training, manageable workloads, and timely identification of students needing specialized services.
• These findings provide valuable considerations for SLPs and educators involved in RTI planning and practice.