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:

1. Correctly articulate /r/ and /s/ sounds in isolation by the end of November.

2. Use correct /r/ and /s/ sounds in words by mid-December.

3. 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.