title: AAC and RTI: building classroom-based strategies for every child in the classroom.
abstract: Educators were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities. The Individuals with Disabilities Education Improvement Act promotes an alternative method, response to intervention, or RTI, not only to identify these children but also to provide early intervention to all children at risk for school failure. Children with complex communication needs who use augmentative and alternative communication (AAC) are at risk for failure in the classroom and can benefit from the educational supports provided through RTI. This article discusses the levels of support provided by RTI, the speech-language pathologist's role in RTI, and strategies and supports for achieving academic success for children who use AAC.
authors.affiliation: Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio 45229-3039, USA. sandra.grether@cchmc.org
authors.forename: Sandra M
authors.initials: SM
authors.lastname: Grether
authors.forename: Linda Sue
authors.initials: LS
authors.lastname: Sickman
mesh_terms: D002648:Child; D003143:Communication Devices for People with Disabilities; D003299:Cooperative Behavior; D004519:Education, Special; D055317:Evidence-Based Practice; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008282:Mainstreaming, Education; D010379:Peer Group; D011932:Reading; D013066:Speech-Language Pathology; D014956:Writing