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The purpose of this study was to survey the opinions of speech-language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded with "neither agree nor disagree" on 10 other items. The majority of participants acknowledged the importance of their role in RTI and the value of screening, progress monitoring, assessment, and prevention of continued failure. Some were uncertain whether multidisciplinary team members were knowledgeable and trained to implement RTI. More than 80% of participants indicated challenges related to training, funding, additional personnel, administrative leadership, and planning time. SLPs acknowledged the importance of prevention, collaboration, and well-trained educators in serving struggling learners. However, challenges in implementation of the model will require careful consideration in advancing the discussions on RTI. (Contains 5 tables.)

Qualitative methods were used to conduct interviews of 41 female juvenile delinquents residing in a correctional facility to understand how participants would have improved learning in their former school if they had been the teachers. A total of 27 of 41 participants provided 70 comments that resulted in 93 meaning units/codes that emerged into 4 themes. The themes included: (a) suggestions for teacher improvement, (b) negative comments about teacher performance, (c) positive comments about teacher performance, and (d) self reflection on their behavior. Findings suggest it is important for correctional and school educators to listen to the voices of participants when addressing the needs of secondary students who struggle to learn, and if necessary, modify curriculum and instruction to allow for school experiences to be positive and potentially decrease the numbers of students needing to reside in correctional facilities. Participants' comments and reflections support consideration of Response to Intervention (RTI) and the role of language in classroom success. They also support the valuable contributions that professionals, such as speech-language pathologists (SLPs), provide as they collaborate with other correctional and school educators to plan prevention programs for older students. (Contains 1 table.)

A mixed methods study was conducted to examine female juvenile delinquents' opinions and reactions on nine language-based literacy activities. Forty-one participants ranging in age from 13 to 18 years responded to a survey consisting of nine multiple-choice items and one open-ended question concerning the usefulness of activities. Quantitative and qualitative findings revealed the majority of participants found the activities to be very useful. From 410 comments, five key themes emerged on positive opinions about usefulness, personal examples of use, negative opinions about usefulness, metacognitive and self regulation skills, and predictions of usefulness with future students. Examples of all activities that could be implemented through a Response to Intervention model are available on www.unl.edu/barkley/present/sanger/documents/ resources.shtml under the language-based literacy activities link. (Contains 1 table.)