Response to intervention in secondary settings: speech-language pathologists' perspectives

Area of Science:

• Speech-Language Pathology
• Educational Psychology
• Intervention Science

Background:

• Response to Intervention (RTI) is a multi-tiered framework for addressing academic and behavioral needs.
• Effective implementation of RTI models in secondary settings presents unique challenges.
• The role of Speech-Language Pathologists (SLPs) within RTI frameworks requires further exploration.

Purpose of the Study:

• To investigate the perceptions and experiences of Speech-Language Pathologists (SLPs) regarding Response to Intervention (RTI) in secondary educational environments.
• To identify key challenges and facilitators influencing the implementation of RTI by SLPs.
• To understand the perceived role of SLPs within the RTI model at the secondary level.

Main Methods:

• A mixed-methods approach was employed, combining quantitative and qualitative data collection.
• Quantitative data were gathered through a questionnaire with 47 Likert-type items administered to 44 SLPs.
• Qualitative data were collected via an open-ended question to explore themes in depth.

Main Results:

• SLPs generally value the RTI model but acknowledge significant implementation challenges faced by educators.
• Four primary themes emerged from qualitative analysis: challenges and concerns, support for the model, implementation considerations, and the role of SLPs.
• Participants identified a need for enhanced collaboration between administrators and educators for effective RTI.

Conclusions:

• SLPs perceive value in the RTI framework for secondary settings.
• Successful RTI implementation is contingent upon addressing identified challenges and fostering interdisciplinary collaboration.
• Strengthening partnerships between school administrators and general education teachers is essential for optimizing the RTI model.