A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting Purpose Response to intervention (RTI) has been used within the school setting to support students at risk for a variety of communication disorders. Through RTI, these students can receive services prior to determining eligibility for special education, allowing students with speech sound errors (SSEs) to receive support from a speech-language ... Article
Article  |   October 15, 2018
A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting
Author Affiliations & Notes
  • Laurel Bruce
    College of Health Solutions, Arizona State University, Tempe, AZ
  • Sue Lynde
    College of Health Solutions, Arizona State University, Tempe, AZ
  • Juliet Weinhold
    College of Health Solutions, Arizona State University, Tempe, AZ
  • Beate Peter
    College of Health Solutions, Arizona State University, Tempe, AZ
  • Disclosures
    Disclosures ×
  • Financial: Laurel Bruce has no relevant financial interests to disclose. Juliet Weinhold has no relevant financial interests to disclose. Beate Peter has no relevant financial interests to disclose.
    Financial: Laurel Bruce has no relevant financial interests to disclose. Juliet Weinhold has no relevant financial interests to disclose. Beate Peter has no relevant financial interests to disclose.×
  • Nonfinancial: Laurel Bruce has no relevant nonfinancial interests to disclose. Juliet Weinhold has no relevant nonfinancial interests to disclose. Beate Peter has no relevant nonfinancial interests to disclose.
    Nonfinancial: Laurel Bruce has no relevant nonfinancial interests to disclose. Juliet Weinhold has no relevant nonfinancial interests to disclose. Beate Peter has no relevant nonfinancial interests to disclose.×
Article Information
School-Based Settings / Part 3
Article   |   October 15, 2018
A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting
Perspectives of the ASHA Special Interest Groups, October 2018, Vol. 3, 110-119. doi:10.1044/persp3.SIG16.110
History: Received April 10, 2018 , Revised August 9, 2018 , Accepted August 20, 2018
Perspectives of the ASHA Special Interest Groups, October 2018, Vol. 3, 110-119. doi:10.1044/persp3.SIG16.110
History: Received April 10, 2018; Revised August 9, 2018; Accepted August 20, 2018

Purpose Response to intervention (RTI) has been used within the school setting to support students at risk for a variety of communication disorders. Through RTI, these students can receive services prior to determining eligibility for special education, allowing students with speech sound errors (SSEs) to receive support from a speech-language pathologist speech-language pathologist support while still in the stage of speech sound development.

Method This article discusses the implementation of a team-based RTI model spanning 6 years, which targeted three hundred eighty-nine 7- to 8.5-year-old students with SSEs.

Results One hundred seventy-two students completed treatment through the RTI process, requiring an average of 6 therapy hours. One hundred eight RTI students needed an Individualized Education Program (IEP) to complete their treatment. Of these students, a subset of 32 who started treatment through RTI and finished through an IEP required an average of 53 therapy hours. This is significantly less than the average of 82 hours found through chart reviews of our own district IEPs.

Conclusion An RTI process using individual therapy has the potential to reduce the overall treatment time needed for speech sound remediation. Advantages and drawbacks in using an RTI team model for SSEs and providing therapy through individual sessions are discussed.

Acknowledgments
Preparation of this article was supported by funding from the Arizona State University New Faculty Startup Funding to B. Peter. The first author would like to thank the wonderful district students and their families for participating in RTI. This study would not have been possible without the tremendous support and work of the RTI team, district speech-language pathologists, lead speech-language pathologists, and administrators. The first two authors would like to send a special thank-you to Jennifer Taps Richard for her foundational work in RTI and speech sound disorders.
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