Which student would benefit most from the MTSS/RtI approach targeting specific skills in short durations?

The MTSS (Multi-Tiered System of Supports)/RtI (Response to Intervention) approach is particularly effective for students with specific skill deficits that can be targeted and monitored over relatively short periods. A student who consistently substitutes /w/ for /r/ and /j/ for /l/ presents a clear, identifiable articulation issue that can benefit from focused intervention.

In this context, the targeted nature of MTSS/RtI allows for structured, planned sessions that concentrate on correcting these specific phonetic substitutions. For a student with such consistent articulation errors, implementing short, intensive intervention sessions can lead to quicker gains in speech clarity, as the child's focus will be on very specific sound production skills.

While the other students may benefit from intervention, their needs are broader or involve more complex skill deficits that might require longer-term strategies or multi-faceted approaches. For example, a student with reading difficulties due to phonological awareness encompasses a wider range of skills that need to be addressed over time. Morphological markers and grammar involve understanding language structure, which may also require a longer timeframe to fully develop. Similarly, addressing poor social language skills often involves comprehensive, context-rich interactions that cannot be effectively handled in short bursts.

The precision and focus inherent in the MT