
Case Study: Implementing Response to Intervention (RTI) for Speech Sound Errors
Background Information:
Student: John, a 2nd-grade student Initial Concerns: John was not being picked up for speech therapy until Christmas or later due to the 60-day assessment period. He had noticeable speech sound errors, particularly with the sounds /r/ and /s/.
RTI Implementation:
Approach: The RTI process was initiated in October, focusing on timely and targeted interventions to address John's speech sound errors. Interventions Used:
Tier 1: Whole-class phonemic awareness activities and regular screenings.
Tier 2: Small group sessions focusing on articulation exercises twice a week.
Tier 3: Individualized speech therapy sessions three times a week, utilizing visual and auditory feedback techniques.
Timeline:
October: Initial screening and identification of needs.
October - December: Tier 2 small group interventions.
December - January: Tier 3 individualized sessions.
Goals and Objectives:
Goal: Improve John's articulation of the /r/ and /s/ sounds to age-appropriate levels. Objectives:
Correctly articulate /r/ and /s/ sounds in isolation by the end of November.
Use correct /r/ and /s/ sounds in words by mid-December.
Achieve correct articulation in sentences and spontaneous speech by January.
Progress Monitoring:
Methods:
Weekly articulation assessments.
Teacher and parent feedback forms. Data Collected:
Initial: John was able to correctly produce /r/ and /s/ sounds in 20% of opportunities.
Midpoint (November): Improvement to 60% in isolated sounds.
Final (January): Correct production in 90% of opportunities in words and 80% in spontaneous speech.
Results and Outcomes:
Progress: John showed significant improvement, with correct articulation of /r/ and /s/ sounds in most contexts by January. Comparison:
Initial: 20% correct production.
Post-intervention: 90% correct in words, 80% in spontaneous speech.
Parent and Teacher Involvement:
Involvement: Parents were provided with home practice activities, and teachers incorporated articulation practice in classroom activities. Feedback:
Parents: Noted significant improvement in John's speech clarity.
Teacher: Reported increased participation and confidence in class.
Challenges and Solutions:
Challenges:
Limited availability of individualized sessions due to scheduling.
Initial resistance from John to participate in sessions. Solutions:
Flexibility in scheduling to accommodate more sessions.
Use of engaging and motivating activities to increase participation.
Conclusion and Reflections:
Effectiveness: The RTI approach proved to be effective and solution-focused, with John showing marked improvement within a shorter timeframe than the traditional assessment period. Reflections: The early intervention and tailored support were key factors in the success of this case. Future interventions could benefit from even earlier screenings and increased parent-teacher collaboration.