Multi-Tiered Language Instruction and Intervention

Get .1 ASHA CEU here

Episode Summary

Hey school-based SLP’s, Want to learn how to do more for your students struggling with language, using less time and less direct instruction from just you? Well then, shimmy on over to this week’s episode, where Dr. Trina Spencer and Dr. Doug Peterson return to share some “friggin awesome” intervention-focused follow-up to their previous talks on MTSS and dynamic assessment (DA). If you’ve listened to this duo on prior episodes, you know they are dynamos, dedicated to natural and holistic language approaches that help students across the board. In this chapter,, Trina and Doug walk us through their 10 principles to multi-tiered language intervention, providing the simple but highly effective tools we need to foster oral, written, and academic language skills that really stick for our students. This one got me thinking, made me cringe a bit at my past practices, and inspired me to further harness the power of narrative to make big impacts on language proficiency for students at risk and those with known disabilities. As with any good SLP Nerdcast story, you’ll learn something, you’ll laugh, and you’ll meet a strange frog with shapeshifting powers. Well, maybe that last part isn’t like every Nerdcast story, but who doesn’t love a good plot twist in the series!

You can learn more about Trina and Doug here.

Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor

Learning Outcomes

Describe the characteristics of effective language instruction. 

Explain how academic language can be addressed through narrative intervention.

Explain how response to intervention within multi-tiered systems of support reduces the number of evaluations SLPs will need to do.

References

Kelley, E., & Spencer, T. D. (2021). Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement. Seminars in Speech and Language, 42(02), 101-116. doi:10.1055/s-0041-1723839

Kirby, M. S., Spencer, T. D., & Chen, Y. I. (2021). Oral Narrative Instruction Improves Kindergarten Writing. Reading & Writing Quarterly, 1-18. doi:10.1080/10573569.2021.1879696

Nelson, B. S., Petersen, D. B., & Rai, A. (2021). The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India. Language and Education, 1-21. doi:10.1080/09500782.2021.1898633

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

Spencer, T. D., & Petersen, D. B. (2018). Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569-581. doi:10.1044/2018_lshss-17-0030

Spencer, T. D., Moran, M., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language. AERA Open, 6(1), 233285841989788. doi:10.1177/2332858419897886

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

Online Resources

Shift to Workload Model Shows Enhanced Learning, Reduced Referrals

Trina’s Toolbox

Language Dynamics Group

A big THANK YOU to our Corporate Sponsor, Med Travelers for the financial support to make this course possible! To learn more about Med Travelers visit https://www.medtravelers.com/

Disclosures:

Dr. Petersen financial disclosures: Dr. Petersen is a co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Petersen has no financial relationships to disclose.

Dr. Spencer financial disclosures: Dr. Spencer is a co-authors of the Story Champs curriculum and PEARL dynamic assessment. They receive royalties from the sales of those items. Dr. Spencer has 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 Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. 

Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.

Time Ordered Agenda:

10 minutes: Introduction, Disclaimers and Disclosures

20 minutes: Descriptions of the characteristics of effective language instruction and MTSS fundamentals 

15 minutes: Descriptions of how academic language can be addressed through narrative intervention

10 minutes: Descriptions of how response to intervention within multi-tiered systems of support reduces the number of evaluations SLPs will need to do.

5 minutes: Summary and Closing

__

SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

Follow us on instagram

Follow us on facebook

We are thrilled to be listed in the Top 25 SLP Podcasts!

Thank you FeedSpot!