Essential Elements of MTSS for Language SLP Nerdcast

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Episode Summary
Pssst! SLP! Yep, you over there in the speech closet. Did you know that you are likely the most knowledgeable professional in your school when it comes to language development, assessment, and intervention? Ok, so maybe you already knew that, but do your education colleagues and administrators know? This week’s episode tackles the basics of Multi-Tiered Systems of Supports (MTSS) in schools and provides an incredibly strong argument for why SLP’s need a leadership seat at the MTSS table. Return offenders, Dr. Trina Spencer and Dr. Doug Peterson, lay out the relationship between an SLP’s expertise and the MTSS mission of preventing “dysteachia.” They do this by highlighting the truth: that listening and speaking are the foundation for reading and writing. Not a school-based SLP? If you’re working with kids in any context, this cast will offer some amazing gems to add to your EBP tool-box for supporting kids with language learning differences. Tune in to learn more about why the domain of language needs to be included in MTSS frameworks and walk away with some key actionables to start the conversation and build the foundation on MTSS collaboration for language support in your school’s culture.
You can learn more about Trina and Doug here.
Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor
Learning Outcomes
1. Explain why language needs to be included in schools’ MTSS efforts.
2. Describe what the purpose of MTSS is and its key features.
3. List the characteristics of language intervention and assessment tools necessary for MTSS.
Online Resources
You can access the free CUBED Assessment mentioned in this episode here.
References
Petersen, D. B., Mesquita, M. W., Spencer, T. D., & Waldron, J. (2020). Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing. Topics in Language Disorders, 40(4). doi:10.1097/tld.0000000000000227
Petersen, D., & Spencer, T. D. (2014). Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 21(1), 5-21. doi:10.1044/cds21.1.5
Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2014). Large group narrative intervention in Head Start preschools: Implications for response to intervention. Journal of Early Childhood Research, 13(2), 196-217. doi:10.1177/1476718x13515419
Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. American Journal of Speech-Language Pathology, 24(4), 619-636. doi:10.1044/2015_ajslp-14-0101
Ukrainetz, T. A. (2006). The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice. Language, Speech, and Hearing Services in Schools, 37(4), 298-303. doi:10.1044/0161-1461(2006/034)
Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An Examination of a Multitiered System of Language Support for Culturally and Linguistically Diverse Preschoolers: Implications for Early and Accurate Identification. School Psychology Review, 45(1), 109-133. doi:10.17105/spr45-1.109-132

Disclosures:
Dr. Petersen and Dr. Spencer financial relationships: They are co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items.  Dr. Spencer and Dr. Petersen have no financial relationships to disclose.
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Be