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The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice

Contact author: Teresa A. Ukrainetz, PhD, Division of Communication Disorders, Dept. 3311, University of Wyoming, 1000 E. University Ave, Laramie, WY 82071-3311. E-mail: tukraine{at}uwyo.edu

PURPOSE: This commentary responds to Justice's article on response to intervention (RTI) and evidence-based practice (EBP) for reading instruction. The educational changes brought about by RTI and EBP provide an opportunity as well as a challenge for speech-language pathologists (SLPs) to make fundamental changes in service delivery.

METHOD: In this article, I discuss how RTI will change who qualifies as reading disabled and who receives special reading instruction. I examine how RTI might change who qualifies and how they qualify for speech-language services. Finally, I consider what can be taken from EPB and RTI to improve speech-language service delivery.

CONCLUSION: RTI has the potential to fundamentally change regular education and its interface with special education. If SLP clinicians, researchers, and policymakers recognize the possibilities, RTI could also significantly and positively impact educational speech-language pathology.

KEY WORDS: language assessment, language intervention, reading disability

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