RTI & MTSS Overview Quiz

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Questions and Answers

What is a key principle of intervention during the Language for Learning period?

Prioritize narrative complexity

Use curriculum-based instruction (correct)

Focus solely on written language

Emphasize solely on vocabulary expansion

What does 'scaffolding' aim to achieve in a child's learning process?

Eliminate the need for additional support

Identify the student's Zone of Proximal Development (ZPD) (correct)

Maximize stress to enhance learning

Focus only on oral language skills

Which of the following is NOT a potential target for intervention?

Expanding vocabulary

Following directions

Time management (correct)

Syntax

In the context of language learning, what does 'meta' refer to?

Awareness and control of language use Signup and view all the answers

What does the term 'hidden curriculum' refer to in language learning?

Content that is usually unspoken or unacknowledged Signup and view all the answers

Which of the following is NOT considered an executive function skill?

Recognition of others’ feelings and ideas Signup and view all the answers

What is the primary purpose of accommodations in an educational setting?

To alter the teaching method without changing learning expectations Signup and view all the answers

Which component is NOT typically included in an Individualized Education Program (IEP)?

Performance summary from previous assessments Signup and view all the answers

What is a common characteristic of children with semantic difficulties?

Reliance on nonspecific words like 'things' and 'stuff' Signup and view all the answers

Which statement best describes the role of flexibility in executive functioning?

It involves the capacity to shift attention and adapt to new tasks as needed. Signup and view all the answers

Which narrative stage is characterized by labels and descriptions but lacks a central theme?

Heap Stories Signup and view all the answers

What does the component 'Goals and Objective progress' in an IEP typically refer to?

The specific learning outcomes the student aims to achieve Signup and view all the answers

What aspect of narrative storytelling tends to predict success in school?

Competence in narrative story grammar Signup and view all the answers

Children in the Chain Narrative stage typically demonstrate which characteristic?

Presence of four story grammar elements Signup and view all the answers

How is the ability to clarify misunderstandings characterized in children with pragmatic difficulties?

Persistent difficulty in addressing miscommunication Signup and view all the answers

What is a typical challenge faced by children with working memory deficits?

Understanding and producing figurative language Signup and view all the answers

Which of the following is NOT a pragmatic issue children with language difficulties may face?

Effective topic maintenance in conversation Signup and view all the answers

What is the purpose of Tier 1 in the RTI framework?

To deliver high quality instruction to all students with ongoing assessment Signup and view all the answers

What is a defining feature of the Primitive Narrative stage in storytelling?

Presence of three story grammar elements Signup and view all the answers

Which of the following is NOT a criterion for qualifying for special education services?

Ability to participate in general education without assistance Signup and view all the answers

What must occur if a student does not make adequate progress after Tier 3 interventions?

A comprehensive evaluation may be conducted. Signup and view all the answers

Which of the following statements accurately reflects the role of SLPs in schools?

SLPs have a 'critical' role in supporting the general curriculum for all students. Signup and view all the answers

What is one key obligation that SLPs must adhere to when providing services?

They must provide culturally competent services. Signup and view all the answers

How does Tier 2 instruction differ from Tier 1 according to the RTI framework?

Tier 2 provides small group interventions for students lagging behind. Signup and view all the answers

What does the term 'disorder' versus 'difference' refer to in the context of SLP practice?

Differentiating between diagnosed conditions and normal variations in behavior. Signup and view all the answers

What is a key responsibility of SLPs in relation to students with disabilities?

They should ensure education relevance while supporting the curriculum. Signup and view all the answers

Which assessment is specifically designed to evaluate learning-related language skills?

Comprehensive Test of Phonological Processing-2 Signup and view all the answers

What must be established in a criterion referenced assessment for disability determination?

Establish baseline function Signup and view all the answers

In students with language disorders, which aspect is typically larger according to language development patterns?

Receptive vocabulary Signup and view all the answers

What is one common difficulty LLD students face in understanding language?

Passive voice sentences Signup and view all the answers

Which technique is recommended for collecting narrative samples in young students?

Free play Signup and view all the answers

Which of the following represents a method to analyze complexity in spoken samples?

Frequency of complex sentences Signup and view all the answers

What type of vocabulary includes terms that are used in a classroom context?

Textbook vocabulary Signup and view all the answers

What is NOT a criterion for determining if a language disorder adversely affects educational performance?

Another diagnosis of learning disability Signup and view all the answers

Study Notes

Responsiveness to Intervention (RTI) & Multi-Tiered System of Supports (MTSS)

RTI & MTSS are used to address learning difficulties in general education settings, potentially preventing the need for special education services.
This approach uses accommodations, small group instruction, and ongoing assessments to monitor progress.
Tier 1: High-quality, research-based instruction for all students in general education.
Tier 2: Small group intervention for students falling behind peers.
Tier 3: Individualized and intensified instruction for students who continue to struggle after Tier 2 interventions.
Evaluation cannot be delayed due to RTI. If a parent requests evaluation, it cannot be postponed. The reason for refusal must be documented in a Prior Written Notice and given to the parent.

Free Appropriate Public Education (FAPE)

Qualification for special education services is determined through a two-step process:
- Presence of a disability.
- Need for special education and related services.

School-Based Speech-Language Pathologist (SLP) Roles

SLPs are responsible for supporting the general curriculum.
They provide assistance in addressing the linguistic and metalinguistic foundations of learning for students with disabilities and other learners at risk of school failure.
Services are provided to all ages (3-21) except for students with Deaf/Hard of Hearing (DHH) and Visual Impairment (VI) who may receive services from birth.
SLPs serve students with all types of disabilities.
SLPs ensure the education relevance of their services, support the curriculum, highlight language and literacy.
SLPs are obligated to provide culturally competent services.
Differentiate between communication differences and disorders.
Consider socioeconomic status as a factor in speech-language development.

Semantic Characteristics of Language Learning Difficulties (LLD)

Vocabulary: Small vocabularies restricted to high-frequency, short words; limited knowledge of word meaning; poor development of word associations; difficulty categorizing words semantically; reliance on non-specific words (e.g., things, stuff); difficulty with word finding/retrieval.
Word Finding/Retrieval: Decreased speed and accuracy in retrieving words; use of circumlocution (talking around a word).
Working Memory Deficits: Struggle with understanding complex oral directions, producing and understanding figurative language, and integrating meaning across sentences.

Pragmatic Characteristics of Language Learning Difficulties (LLD)

Conversation: Limited verbal fluency; less likely to respond to conversational bids; less sensitive to listener needs; incomplete or inaccurate descriptions; difficulty adjusting speech; struggle with clarifying miscommunication or requesting clarification; poor topic maintenance.
Narrative Storytelling: Difficulty with story grammar, decreased length in retelling, limited understanding of inferences within stories.
Story Grammar: Understanding story grammar is essential for success in school.

Narrative Stages

Stage 1 (Heap stories): Two to three-year-olds use labels, descriptions of events/actions, without central theme or organization.
Stage 2 (Sequencing Stories): Three-year-olds label events around a central theme, character, or setting but events are not well-sequenced.
Stage 3 (Primitive Narrative): Four to 4.5-year-olds have a central person, object, or event with three elements of story grammar (initiating event, attempt/action, consequences). The ending is not fully resolved.
Stage 4 (Chain Narrative): Four-year-olds demonstrate cause-effect and temporal relationships but lack strong plot. Endings may be abrupt and illogical.

Testing for Pragmatic Deficits

The Test of Pragmatics can be used to document pragmatic deficits in students with high-level ASD.
Tests of Learning-Related Language Skills assess specific skills relevant to academic success (e.g., Test of Word Finding in Discourse, Comprehensive Test of Phonological Processing-2).

Disability Determination

Documentation of a Language Disorder: Evidence of a speech-language disorder is required.
**Adverse Effect on Educational Performance: ** Evidence must demonstrate that the language disorder negatively impacts the student’s academic progress.

Criterion-Referenced Assessment

Establish baseline function.
Identify targets for intervention.

Intervention Targets

Phonology: Most students with LLD do not have significant phonological errors.
Semantics: Focus on receptive vocabulary, instructional vocabulary (spatial, temporal, logical, and directive), textbook vocabulary, expressive vocabulary (receptive vocabulary is typically larger than expressive), lexical diversity, and word retrieval.
Syntax/Morphology: Assess receptive and expressive skills. Students with LLD often struggle to understand complex sentences, especially those with passives, relative clauses, and adverbial conjunctions. Expressive syntax skills may be assessed through sentence repetition and spontaneous speech samples (which may be simpler, less elaborated, rambling, and disorganized).

Collecting a Sample

At elementary age, interview format or free play may be used to collect a sample.
Use leading questions for interviews.
Obtain narrative samples.
Analyze Samples: Grammatical error analysis; complexity of syntax (frequency of complex sentences and types); disruptions (eight disruptions within a 100-word speech sample may indicate significant difficulties).
**

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Description

Test your understanding of Responsiveness to Intervention (RTI) and Multi-Tiered System of Supports (MTSS). This quiz covers the tiers of intervention, evaluation procedures, and educational rights under Free Appropriate Public Education (FAPE). Enhance your knowledge about addressing learning difficulties in general education settings.