ASHA Learning Pass

This session explores SLPs’ active role within the Multi-Tiered Systems of Support (MTSS) framework and describes its alignment with related educational frameworks and concepts such as Response to Intervention (RtI), Common Core State Standards (CCSS), and Universal Design for Learning (UDL). The speaker shares how SLPs can balance their efforts to work with at-risk students within an MTSS framework with the obligation to meet the needs of students with identified disabilities. The presenter also describes how SLPs can consult and collaborate with other educators in addition to directly supporting students.

This course is a recorded session from the 2022 ASHA Schools Connect online conference.

Related Courses

View all courses from the 2022 Schools Connect online conference.

Learning Outcomes
You will be able to:

• Identify the key features of the MTSS framework and state three reasons why it is important for school-based SLPs to take an active role within this framework
• Explain how MTSS relates to RtI, CCSS, and UDL
• Describe how to approach collaboration with classroom teachers and list several specific activities that SLPs can bring into the classroom to support students in the areas of speech, language, and literacy

Presenter Information

Lesley Sylvan, EdD, CCC-SLP, is an assistant professor in the Department of Communication Sciences and Disorders at Montclair State University. Dr. Sylvan is a certified speech-language pathologist (SLP) with extensive clinical experience working with school-aged children both in public school and private clinical settings. She completed a Master's degree in educational policy and management as well as a Doctorate degree in human development and education from the Harvard Graduate School of Education. Broadly, Dr. Sylvan's scholarly interests center on the intersection between the field of education and the field of speech-language pathology. Within the intersection of education and speech-language pathology, she pursues research related to both the K-12 educational sector as well as issues related to higher education. Related to K-12 settings, Dr. Sylvan’s research involves closely examining the work of school-based SLPs in public school settings with an emphasis on educational policies and educational reforms. Related to higher education, Dr. Sylvan’s scholarly work encompasses issues related to the training and preparation of SLPs in higher educational settings. Within this area, she studies the implications of both program-level decisions (e.g. admissions requirements, coursework) and classroom-level pedagogical choices (e.g., course design, assignment selection) in departments offering degrees in speech-language pathology. At Montclair State University, she teaches courses focused on language acquisition in children, language disorders in school-aged children, and research methodology.

Financial Disclosures:

• Financial compensation from ASHA for this presentation
• Author of Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education, which is mentioned in this presentation, and receives royalties from this book

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below.

Program History and CE Information

Online conference dates: July 13–25, 2022
End date: April 29, 2029

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).