In the context of universal language intervention using MTSS/RtI, an SLP is most likely to participate in which activity?

In the context of universal language intervention using a Multi-Tiered System of Supports (MTSS) or Response to Intervention (RtI), the SLP's participation in assisting with differentiated instruction in an inclusion classroom is crucial for several reasons.

Firstly, MTSS/RtI focuses on delivering high-quality instruction and interventions meeting the needs of all students, including those with language deficits. In an inclusion classroom setting, SLPs collaborate with general education teachers to modify and adapt instructional strategies to support the diverse language needs of all students. This collaboration ensures that students with communication challenges receive appropriate support in real-time within their learning environment.

By assisting with differentiated instruction, the SLP can implement strategies that promote language development, enhance vocabulary, facilitate comprehension, and foster effective communication among students. This proactive approach aligns with the proactive identification and intervention philosophy of MTSS/RtI, which aims to prevent academic and behavioral difficulties while ensuring that students can access and benefit from the curriculum alongside their peers.

The other options, while they may involve roles the SLP might fulfill, are more specific and do not encompass the collaborative and inclusive approach represented in MTSS/RtI. Therefore, the involvement in differentiation represents a broader and more integrative focus aligned with the goals