In order for Response to Intervention to be most effective for student progress, it requires a team of professionals that are knowledgeable about the educational material and the student who is experiencing difficulty. Often times, students who struggle academically do so because of speech and language deficits that hinder their ability to comprehend classroom material. SLPs are an integral part of the RtI process. This course will focus on how SLPs can efficiently bring their knowledge and expertise into the RtI process in order for students to demonstrate progress within the educational setting.
Course created on December 18, 2014
- After this course, participants will be able to describe the role of the SLP in the RtI three-tier model.
- After this course, participants will be able to list three practical strategies for the SLP to implement when dealing with the RtI process.
- After this course, participants will be able to identify at least one speech and/or language activity that may be utilized at each tier of the RtI three-tier model.
|0-5 Minutes||Introduction and overview|
|5-15 Minutes||Background/review of the RtI three-tier model|
|15-30 Minutes||Possible roles for the SLP in the RtI three-tier model|
|30-55 Minutes||Activities for each tier of the RtI model|
|55-60 Minutes||Conclusion; Q&A|
Marva Mount, MA, CCC-SLP
Marva Mount, MA, CCC-SLP has worked in a variety of settings in her almost 30 year career, with school-based services being her favorite work setting due to the many facets of treatment that can be delivered there. Marva has presented at the state and national level on a variety of school-based issues. Marva is a recent chapter author/contributor to the Fourth Edition of Professional Issues in Speech-Language Pathology and Audiology as well as a contributing author to ASHA Special Interest Group 16 Perspectives. Her latest article, entitled Facilitating Cohesive Service Delivery through Collaboration appears in the March 2014 issue.
Sponsor Disclosure: This Course is presented by SpeechPathology.com.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
Course participation information
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AG Bell - Listening and Spoken Language Credential
This course is offered for 1 hour(s) of CE Credit from the AG Bell Academy for Listening and Spoken Language. For an explanation of content areas, please view pdf listing all 9 "domains."
American Speech-Language-Hearing Assn.
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional Area)
Kansas Dept for Aging and Disability Services
Approved for 1 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370.
California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 1 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.
Speech-Language and Audiology Canada
Clinically certified members of Speech-Language and Audiology Canada (SAC) can accumulate continuing education equivalents (CEEs) for their participation with SpeechPathology.com. One hour of coursework equals 1 CEE. All SAC members are encouraged to participate in on-going education.