Response to intervention in secondary settings: Speech-language pathologists’ perspectives

AbstractThis study explored the reactions of 44 speech-language pathologists (SLPs) to Response to Intervention (RTI) in secondary settings. Respondents were part of a random sample of SLPs from across the US. A mixed-methods approach included quantitative data from a questionnaire containing 47 Likert-type items and qualitative findings from responses to an open-ended question. Results revealed participants value the model but recognize educators face challenges in implementation. Qualitative findings revealed four themes: (a) challenges and concerns, (b) support for the model, (c) implementation considerations, and (d) role of SLPs. Findings suggest that administrators and educators need to collaborate more closely in order to effectively implement RTI in secondary settings.