Purpose Speech sound disorders (SSDs) comprise a large percentage of school-based speech-language pathologists' (SLPs) caseloads, particularly for those practicing in elementary schools. Many service delivery models have been proposed to manage rising caseload sizes. One particular approach, response to intervention (RTI), was introduced as an optional model of intervention in the 2004 reauthorization of the Individuals With Disabilities Education Act and in the 2015 Every Student Succeeds Act. This model ensures that children who may not yet require special education services still receive individualized support. Given the risk for literacy, cognitive, and social impairments in children with SSDs, it is imperative to explore how RTI is implemented for this population of children.
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Swaminathan et al. (2018) studied this question.
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