| Study |
Targeted Area |
Physical Location |
Target Population |
Conclusion |
| A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting | Perspectives of the ASHA Special Interest Groups |
Speech sound |
SLP provides individualized instruction in separate location outside the classroom. |
Students age 7.0-8.5 with single sound articulation errors. |
Using an MTSS framework to provide targeted interventions can significantly reduce the overall treatment time required for speech sound remediation. |
| The SATPAC Approach and Remediation of Speech Sound Errors in an RTI Context: A Replication | Perspectives of the ASHA Special Interest Groups |
Speech sound |
SLP provides individualized instruction in a quiet location outside the classroom |
Students age 7.7-9.11 |
Consistent with the findings of Sacks et al. (2013), the Systematic Articulation Training Program Accessing Computers (SATPAC) approach is an effective method for remediating single speech sound errors within a multi-tiered framework. Study participants achieved these outcomes with relatively little treatment time—fewer than 5 hours (average). SATPAC may be a practical option for delivering speech-language intervention within a school that uses an MTSS framework. |
| Morphological Awareness Strategies to Promote Academic Success at Tier 1 Through Interprofessional Collaboration | Perspectives of the ASHA Special Interest Groups |
Morphological awareness |
SLP and teacher collaborate to work with students in the classroom. |
3rd grade students |
Implementing interprofessional practice (IPP) within the classroom creates meaningful opportunities for SLPs to support students of all ability levels while promoting the generalization of communication skills in authentic learning environments. |
| Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration | Perspectives of the ASHA Special Interest Groups |
Vocabulary |
SLP and teacher collaborate to work with students both in and outside the classroom. |
3rd grade students ages 8.5-9.5 |
Students made significantly greater progress in classrooms where SLPs and teachers collaborated on vocabulary tasks compared to classrooms where teachers worked alone. The authors specifically noted these gains in students’ ability to apply new word meanings within sentences. |
| Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation: The Journal of Educational Research: Vol 114, No 3 |
Writing |
SLP provides individualized writing instruction in a seperate location outside the classroom. |
1st grade students |
Educator ratings and social validity surveys further confirm improvements in student writing skills. Students provided favorable feedback, indicating that they found these interventions helpful and engaging. |
| 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 |
Oral and written narratives; vocabulary |
The SLP supports and coaches teachers to deliver Tier 1 instruction. SLP delivers Tier 2 instruction to students in small groups. |
Kindergarten students |
A multi-tiered approach to language intervention can lead to meaningful growth in kindergarteners’ oral and written language. Notably, the MTSS framework helped those students who had a higher likelihood of future language difficulties close the gap with their high-achieving peers. |
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An Innovative Educational Approach for Addressing Articulation Differences | Perspectives on School-Based Issues
|
Speech sound |
SLP provides Tier 2 (small group) instruction in a separate location outside the classroom. |
Students approximately 7 years of age with single sound articulation errors. |
After implementing a multi-tiered framework with students who have speech sound errors, some SLPs saw reduced overall treatment time. For example, SLPs in the San Diego Unified School District, which uses a multi-tiered model, found that 76% of students finished treatment in under 18 hours. |
| Using a Collaborative Academic Conversation Approach to Improve Language and Literacy | Perspectives of the ASHA Special Interest Groups |
Oral language; vocabulary; inferential thinking |
SLP and teacher collaborate to work with students (a) in the classroom and (b) in separate locations outside the classroom as needed. |
1st -12th grade students |
SLPs are uniquely equipped to foster meaningful student participation and collaborate with classroom teachers to support the transfer of language and thinking skills into the academic environment. |
| Classroom-Based Services in an Urban Middle School: Strategies for Becoming Part of the Solution | Perspectives of the ASHA Special Interest Groups |
Writing and behavioral support |
SLP and teacher collaborate to work with students both within and outside the classroom. |
Middle school students |
School-based SLPs tailor their roles and service delivery models to reflect the unique needs and priorities of their school communities. In the urban middle school served by the authors, maximizing the quality and quantity of instructional time in the classroom was a key priority. In response, the SLP developed a range of classroom-based service delivery approaches that aligned with the school community’s goals and needs. |
| Positive Behavioral Interventions and Supports in Schools: A Tutorial | Language, Speech, and Hearing Services in Schools |
Behavioral |
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