RESPONSE TO INTERVENTION & MULTI-TIERED SUPPORT SYSTEMS AND THE SLP

Course overview

Speech-language pathologists (SLPs) can play a number of important roles in using a Tiered Intervention model to identify children with speech and language differences and disabilities and provide needed instruction in general and special education settings. What fundamental shift in thinking needs to occur for SLPs to successfully engage in a three-tiered approach to speech-language and literacy interventions? What needs to change about the way we approach communication deficits and their functional relationship to school success? In this highly practical workshop, Lorraine Maida, a practicing SLP, national presenter and educational consultant, will provide you with dozens of ideas for tackling this critical issue. Tier 1, 2, and 3 intervention strategies specifically designed with SLPs in mind, will be shared so that you can immediately implement them and assume a leadership role in the Intervention model at your school. Objective Upon completion of this course, participants will be able to: Identify the three-tiered RTI model as an intervention approach for SLPs within a collaborative mulit-tiered system of supports for students. Discuss the problem-solving method to make data-driven decisions about SLP services within an RTI model Name at minimum five ways to link curricular language demands and functional interventions in a tiered model of support, prevention, and intervention