Abstract
To date, research, development, and implementation efforts in responsiveness to intervention (RTI) approaches have focused on prevention and often identification of learning disabilities. In this article, the authors extend the conversation to considering an RTI-type approach as being useful in changing the way prevention and identification of language impairments are addressed in the schools. Current practices in serving students with language impairment are explored as a backdrop for considering new assessment, intervention, and program delivery approaches. Among the focal points in this discussion, RTI is presented as a possible alternative to the cognitive referencing approach to establishing language impairment eligibility. Other beneficial RTI factors are explored, including the utility of RTI as a prevention framework, universal screening, tiered instruction/intervention, and a teach-test-reteach approach. Specific suggestions are provided to researchers and clinicians, including placing emphasis on moving from a caseload to a workload approach to service delivery.