The implications of RTI and EBP for SLPs: commentary on L. M. Justice.
OBJECTIVE
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.


METHODS
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.


CONCLUSIONS
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.
Ukrainetz
Teresa A
TA
Division of Communication Disorders, Dept. 3311, University of Wyoming, 1000 E. University Ave, Laramie, WY 82071-3311, USA. tukraine@uwyo.edu
D002648:Child; D004608:Eligibility Determination; D019317:Evidence-Based Medicine / Q000379:methods*; D006801:Humans; D007806:Language Disorders / Q000628:therapy*; D007808:Language Therapy / Q000379:methods; D013064:Speech Disorders / Q000628:therapy*; D013070:Speech Therapy / Q000379:methods; D013066:Speech-Language Pathology / Q000379:methods*; D016896:Treatment Outcome