Overcoming the Research–Practice Gap: Key Considerations for Speech-Language Pathologists Related to Multitiered Systems of Support
Publication: Perspectives of the ASHA Special Interest Groups
Volume 8, Number 6
Pages 1-17
Abstract
Purpose:
This tutorial highlights the challenges and opportunities school-based speech-language pathologists (SLPs) face related to engagement with the multitiered systems of support (MTSS) framework in their public school work practices. It positions SLP involvement in MTSS as an area where a gap between research and practice exists and highlights key ways for SLPs to overcome barriers to support student success within this framework.
Method:
This tutorial provides a general description of the MTSS framework and highlights the immediate applicability of the framework to SLP school practices. Key considerations are offered for SLPs ready to take concrete steps related to implementing the MTSS framework. Hypothetical cases are used to illustrate how school-based SLPs can use these considerations to guide meaningful but realistic changes.
Results:
Ongoing concerns about the impact of the pandemic on student outcomes and growing awareness of systemic inequities in education are prompting SLPs to move beyond asking if they should be involved in MTSS to focusing on how they should be engaged with this framework. This tutorial provides five key considerations for SLPs to realistically deepen their engagement with MTSS and overcome the research–practice gap in this area.
Conclusion:
This tutorial provides a resource for SLPs to take concrete and immediate steps to support at-risk students through MTSS given the needs at this unique moment in time when concerns about learning loss and achievement gaps are front and center in public schools.
Get full access to this article
View all available purchase options and get full access to this article.
References
American Speech-Language-Hearing Association. (n.d.). Responsiveness to intervention: New roles for speech-language pathologists. Retrieved May 4, 2023, from https://www.asha.org/SLP/Schools/prof-consult/NewRolesSLP/
American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional issues statement]. https://www.asha.org/policy/pi2010-00317/
American Speech-Language-Hearing Association. (2018). 2018 Schools survey. Survey summary report: Numbers and types of responses, SLPs. https://www.asha.org/siteassets/surveys/2018-schools-survey-summary-report.pdf
American Speech-Language-Hearing Association. (2020). 2020 Schools survey. Survey summary report: Numbers and types of responses SLPs. https://www.asha.org/siteassets/surveys/2020-schools-slp-summary.pdf
American Speech-Language-Hearing Association. (2022). 2022 ASHA public policy agenda. https://www.asha.org/advocacy/2022-asha-public-policy-agenda/
Balas, E. A., & Boren, S. A. (2000). Managing clinical knowledge for health care improvement. Yearbook of Medical Informatics, 9(01), 65–70.
Berninger, V. W., Vermeulen, K., Abbott, R. D., McCutchen, D., Cotton, S., Cude, J., Dorn, S., & Sharon, T. (2003). Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers. Language, Speech, and Hearing Services in Schools, 34(2), 101–116.
Bilinguistics. (n.d.). Faster report writing tip #7: Dynamic assessment. https://bilinguistics.com/faster-report-writing-tip-7-writing-about-dynamic-assessment/
Blosser, J. L., & Means, J. W. (2020). School programs in speech-language pathology: Organization and delivery. Plural.
Bruce, L., Lynde, S., Weinhold, J., & Peter, B. (2018). A team approach to response to intervention for speech sound errors in the school setting. Perspectives of the ASHA Special Interest Groups, 3(16), 110–119.
Burns, M. K., & Ysseldyke, J. E. (2005). Comparison of existing responsiveness-to-intervention models to identify and answer implementation questions. The California School Psychologist, 10(1), 9–20.
Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Adelaida Restrepo, M., & Peña, E. (2020). Beyond scores: Using converging evidence to determine speech and language services eligibility for dual language learners. American Journal of Speech-Language Pathology, 29(3), 1116–1132.
Clapsaddle, K., & Palafox, P. (2013). Make it work: Steps to save our sanity. The ASHA Leader, 18(8), 26–27.
Collins, G., & Wolter, J. A. (2019). Morphological awareness strategies to promote academic success at tier 1 through interprofessional collaboration. Perspectives of the ASHA Special Interest Groups, 4(5), 781–789.
Crowley, C. J., Guest, K., & Sudler, K. (2015). Cultural competence needed to distinguish disorder from difference: Beyond Kumbaya. Population, 22(2), 64–76.
Denman, D., Speyer, R., Munro, N., Pearce, W. M., Chen, Y. W., & Cordier, R. (2017). Psychometric properties of language assessments for children aged 4–12 years: A systematic review. Frontiers in Psychology, 8, Article 1515.
Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Brookes.
Dunaway, C., & Lewis, C. (2021). Using a collaborative academic conversation approach to improve language and literacy. Perspectives of the ASHA Special Interest Groups, 6(6), 1413–1423.
Ehren, B. J., Blosser, J., Roth, F. P., Paul, D. R., & Nelson, N. W. (2012). Core commitment. The ASHA Leader, 17(4), 10–13.
Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–27.
Epstein, L., & Shah, P. (2019). Classroom-based services in an urban middle school: Strategies for becoming part of the solution. Perspectives of the ASHA Special Interest Groups, 4(2), 395–401.
Every Student Succeeds Act, 20 U.S.C. § 6301. (2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
Foster, W. A. (2018). The role of the speech-language pathologist in RTI: Implementing multiple tiers of student support. Plural.
Gill, I., & Saavedra, J. (2022). We are losing a generation. Brookings. https://www.brookings.edu/blog/future-development/2022/01/28/we-are-losing-a-generation/
Gillam, S. L., Gillam, R. B., Fargo, J. D., Olszewski, A., & Segura, H. (2017). Monitoring indicators of scholarly language. Communication Disorders Quarterly, 38(2), 96–106.
Glaspey, A. M., & Stoel-Gammon, C. (2005). Dynamic assessment in phonological disorders. Topics in Language Disorders, 25(3), 220–230.
Goldstein, H. (2016). PAth to literacy. Brookes. https://products.brookespublishing.com/PAth-to-Literacy-P965.aspx
Goldstein, H. & Kelley, E. S. (2016). Story friends. Brookes. https://brookespublishing.com/product/story-friends/
Grandbois, K. & Wonkka, A. (2021). Essential elements of MTSS for language [Audio podcast episode]. In SLP Nerdcast. https://www.slpnerdcast.com/episodes/mtss
Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services in Schools, 32(4), 212–224.
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Brookes.
Heggerty. (n.d.). The journey to reading begins with phonemic awareness. Retrieved February 9, 2023, from https://heggerty.org/
Hogan, T. (2021). Episode 37: Response to intervention (RTI) with Mindy Bridges [Audio podcast episode]. In SeeHearSpeak Podcast. https://podcasts.apple.com/us/podcast/episode-37-response-to-intervention-rti-with-mindy-bridges/id1440635512?i=1000528404866
Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory Into Practice, 50(1), 4–11.
Hunt, E., Nang, C., Meldrum, S., & Armstrong, E. (2022). Can dynamic assessment identify language disorder in multilingual children? Clinical applications from a systematic review. Language, Speech, and Hearing Services in Schools, 53(2), 598–625.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400. (2004). https://www.congress.gov/108/plaws/publ446/PLAW-108publ446.pdf
International Reading Association. (n.d.). A critical analysis of eight informal reading inventories. Reading Rockets. https://www.readingrockets.org/article/critical-analysis-eight-informal-reading-inventories
Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284–297.
Justice, L. M., & Dunaway, C. (2005). Integrating literacy into language intervention for English language learners. SIG 16 Perspectives on School-Based Issues, 6(1), 15–19.
Kathman, L. & Bevier, S. (2019). E21: I was worried RTI would add to my workload. [Audio podcast episode]. In True Confessions with Lisa & Sarah. SLP Toolkit. https://anchor.fm/true-confessions/episodes/E21-I-was-worried-RTI-would-add-to-my-workload-e3qf6k/a-adk305
Keller-Bell, Y., & Short, M. (2019). Positive behavioral interventions and supports in schools: A tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1–15.
Kuhn, D. (2006). Speedy speech: Efficient service delivery for articulation errors. SIG 16 Perspectives on School-Based Issues, 7(4), 11–14.
Kupzyk, S., Daly, E. J., III, Ihlo, T., & Young, N. D. (2012). Modifying instruction within tiers in multitiered intervention programs. Psychology in the Schools, 49(3), 219–230.
Lane, K. L., Menzies, H. M., Ennis, R. P., & Bezdek, J. (2013). School-wide systems to promote positive behaviors and facilitate instruction. Journal of Curriculum and Instruction, 7(1), 6–31.
Language Dynamics Group. (n.d.). Every student deserves to thrive. Retrieved February 9, 2023, from https://www.languagedynamicsgroup.com/
LEADERSproject. (n.d.-a). Model evaluations. Retrieved February 9, 2023, from https://www.leadersproject.org/disability-evaluation/model-evaluations/
LEADERSproject. (n.d.-b). School-age language assessment measures (SLAM)—Materials. https://www.leadersproject.org/disability-evaluation/school-age-language-assessment-measures-slam/
Lidz, C. S., & Peña, E. D. (2009). Response to intervention and dynamic assessment: Do we just appear to be speaking the same language? Seminars in Speech and Language, 30(2), 121–133.
Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
Masterson, J., & Apel, K. (2013). Monitoring progress in spelling improvement. SIG 1 Perspectives on Language Learning and Education, 20(4), 140–152.
Masterson, J. J., & Apel, K. (2010). The spelling sensitivity score: Noting developmental changes in spelling knowledge. Assessment for Effective Intervention, 36(1), 35–45.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148–182.
McKenna, M., Castillo, J., Dedrick, R. F., Cheng, K., & Goldstein, H. (2021). Speech-language pathologist involvement in multi-tiered system of supports questionnaire: Advances in interprofessional practice. Language, Speech, and Hearing Services in Schools, 52(2), 597–611.
McKenna, M., Goldstein, H., Soto-Boykin, X., Cheng, K., Troia, G. A., & Ferron, J. (2021). Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation. The Journal of Educational Research, 114(3), 278–293.
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445–463.
Meaux, A. B., Diehm, E., & Collins, G. (2020). Morphological knowledge: Opportunities for collaboration through multitiered system of supports. Language, Speech, and Hearing Services in Schools, 51(3), 515–530.
Mellard, D., McKnight, M., & Jordan, J. (2010). RTI tier structures and instructional intensity. Learning Disabilities Research & Practice, 25(4), 217–225.
Merkel-Walsh, R., & Moore, J. D. (2018). Social media: It's different for professionals. The ASHA Leader, 23(7), 30–33.
Mitchell, M. P., Ehren, B. J., & Towson, J. A. (2022). Vocabulary outcomes with third graders in a teacher and speech-language pathologist collaboration. Perspectives of the ASHA Special Interest Groups, 7(6), 2067–2087.
Montgomery, J. K. (2008). Models of RTI for SLPs: Is this what we have been waiting for? SIG 1 Perspectives on Language Learning and Education, 15(1), 13–21.
Murza, K. (2019). Think beyond you: Activate the power of your school treatment team. The ASHA Leader, 24(8), 46–54.
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131–140.
National Assessment of Educational Progress. (n.d.). Reading and mathematics scores decline during COVID-19 pandemic. The Nation's Report Card. Retrieved May 4, 2023, from https://www.nationsreportcard.gov/highlights/ltt/2022/
Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy. Language, Speech, and Hearing Services in Schools, 49(4), 875–888.
Petersen, D. B., Staskowski, M., Spencer, T. D., Foster, M. E., & Brough, M. P. (2022). The effects of a multitiered system of language support on kindergarten oral and written language: A large-scale randomized controlled trial. Language, Speech, and Hearing Services in Schools, 53(1), 44–68.
Powell, R. K. (2018). Unique contributors to the curriculum: From research to practice for speech-language pathologists in schools. Language, Speech, and Hearing Services in Schools, 49(2), 140–147.
Power-deFur, L. A. (Ed.). (2016). In Common Core State Standards and the speech-language pathologist: Standards-based intervention for special populations. Plural.
Rinaldi, C., Averill, O. H., & Stuart, S. (2011). Response to intervention: Educators' perceptions of a three-year RTI collaborative reform effort in an urban elementary school. Journal of Education, 191(2), 43–53.
Roth, F. P., Dixon, D. A., Paul, D., & Bellini, P. I. (2013). RTI in action: Grades 3–5: Oral and written language activities for the Common Core State Standards. American Speech-Language-Hearing Association.
Roth, F. P., Dougherty, D. P., Paul, D. P., & Adamczyk, D. (2010). RTI in action: Oral language activities for K-2 classrooms. American Speech-Language-Hearing Association.
Rudebusch, J. (2012). From Common Core State Standards to standards-based IEPs: A brief tutorial. SIG 16 Perspectives on School-Based Issues, 13(1), 17–24.
Sanger, D., Snow, P. C., Colburn, C., Gergen, M., & Ruf, M. (2012). Speech-language pathologists' reactions to response to intervention: A qualitative study. International Journal of Speech-Language Pathology, 14(1), 1–10.
Schraeder, T. (2019). The 3:1 model—One of many workload solutions to improve students' success: A workload balance model allows school-based professionals the opportunity to provide both direct and indirect services. The ASHA Leader, 24(5).
Spaulding, T. J., Plante, E., & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is the low end of normal always appropriate?. Language, Speech, and Hearing Services in Schools, 37(1), 61–72.
Speech-Language Pathologists for MTSS Facebook community. (n.d.). Home [Facebook page]. Facebook. Retrieved October 6, 2022, from https://www.facebook.com/groups/slpsformtss
Speedy Speech. (2010). A quick artic program! http://www.speedyspeechtherapy.com/
Spencer, T. D., & Petersen, D. B. (2016). Story champs. Language Dynamics Group. https://www.languagedynamicsgroup.com/story-champs/
Sturm, J. M., Cali, K., Nelson, N. W., & Staskowski, M. (2012). The Developmental Writing Scale. Topics in Language Disorders, 32(4), 297–318.
Sylvan, L. (2021). Multi-Tiered Systems of Support: Implementation tools for speech-language pathologists in education. Plural.
Sylvan, L., Goldstein, E., & Crandall, M. (2020). Capturing a moment in time: A survey of school-based speech-language pathologists' experiences in the immediate aftermath of the COVID-19 public health emergency. Perspectives of the ASHA Special Interest Groups, 5(6), 1735–1749.
Sylvan, L., Goldstein, E., Crandall, M., & Steinberg, E. (2021). Another moment in time: A follow-up survey on speech-language pathologists' experiences with the COVID-19 pandemic during the fall of 2020. Perspectives of the ASHA Special Interest Groups, 6(6), 1737–1752.
Taps, J. (2006). An innovative educational approach for addressing articulation differences. SIG 16 Perspectives on School-Based Issues, 7(4), 7–11.
Taps, J. (2008). RTI services for children with mild articulation needs: Four years of data. SIG 16 Perspectives on School-Based Issues, 9(3), 104–110.
Throneburg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., & Paul, P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9(1), 10–20.
Troia, G. A. (2005). Responsiveness to intervention. Topics in Language Disorders, 25(2), 106–119.
Ukrainetz, T. A. (2006). The implications of RTI and EBP for SLPs: Commentary on L. M. Justice. Language, Speech, and Hearing Services in Schools, 37(4), 298–303.
U.S. Congress. (2004). United States Congressional Serial Set (No. 14816, Senate Reports Nos. 163–191)
Vaughn, S., & Fuchs, S. K. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146.
Vellutino, F. R., Scanlon, D. M., & Reid Lyon, G. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33(3), 223–238.
Watson, M., O'Keefe, C., Wallace, A., & Terrell, P. (2020). A survey of reading teachers: Collaboration with speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 5(1), 304–313.
Information & Authors
Information
Published In
Copyright
Copyright © 2023 American Speech-Language-Hearing Association.
History
- Received: May 16, 2023
- Revised: Jul 20, 2023
- Accepted: Jul 27, 2023
- Published online: Oct 16, 2023
Authors
Metrics & Citations
Metrics
Article Metrics
View all metricsCitations
Download article citation data for:
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.
For more information or tips please see 'Downloading to a citation manager' in the Help menu.
