Multi-tiered Systems Of Support Research Articles

Promoting school safety through multi-tiered systems of support for student mental health

It is imperative that educators take a positive and preventive approach to support students and promote school safety. This article addresses the importance of identifying students who need additional mental health support and providing the highest quality support. These include best practices of emphasizing strength-based approaches, working with students and families as collaborators, integrating strategies into schools’ multi-tiered systems of support, using data for decision making, implementing and refining evidence-based practices, and conducting ongoing evaluation. This article reviews specific examples of positive approaches to promoting student mental health funded by the National Institute of Justice Comprehensive School Safety Initiative. These real-world research initiatives provide examples of how multi-tiered systems of support for student mental health can serve as a mechanism to promote school safety.

Development of a Brief Measure for Multi-Tiered Systems of Support Sustainability

This study focused on the development of the Multi-Tiered Systems of Support–Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tiered systems of support (MTSS), and it indicated few sustainability measures currently exist for practitioners and researchers to incorporate into MTSS program evaluation. This study endeavored to create a brief measure of MTSS sustainability that could be used for evaluation in research and practice by school interventionists. Study participants included a national sample of 598 school counselors and school psychologists who worked as interventionists in schools using MTSS. This group completed the 10-item MTSS-SS. Outcomes from content validity ratings, principal axis factoring, internal consistency reliability analyses, and construct validity with known groups indicated the MTSS-SS possessed initial evidence of psychometric adequacy when used by interventionists from the disciplines of school counseling or school psychology. Discussion focuses on the use of the MTSS-SS, need for further development, and study limitations.

Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.

Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs

Abstract Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing the Multi-tiered System of Support (MTSS) framework for all students within the inclusive math classroom across tier 2 and tier 3. Findings of this single-case, multiple probe, across student research study suggest that embedded instruction is an effective and feasible instructional practice to support specially designed instruction in early numeracy within a tiered support model for students with extensive support needs in the inclusive math classroom. Based upon our findings, we sought to develop a model of practice for specially designed instruction (SDI) within tiered systems of support for students with extensive support needs that educational teams, school administrators, and policymakers can use to design math instruction within inclusive settings.

Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data

Students with or at-risk of High Incidence Disabilities (HID) experience negative short and long-term outcomes. To intervene, many schools have elected to implement evidence-based practices within Multi-Tiered Systems of Support (MTSS), such as Response to Intervention (RTI). MTSS target the academic and behavioral progress of students deemed ‘at risk’ for HID with increasingly intensive interventions. School psychologists often lead the MTSS process by providing consultation and coaching teachers on the front lines who are responsible for collecting and interpreting behavioral data. However, limited research has explored teacher ability, confidence, and perceived usefulness to engage in this role. As such, the purpose of this study was to explore pre-service and in-service teachers’ ability, confidence, willingness, and perceived usefulness to interpret and apply behavioral data before and after a brief behavior analytic training and the factors that influenced each outcome. One hundred and one participants completed a survey, and 24 participants attended the training. Results indicated that, prior to training, teachers were somewhat able to find relevant information for decision making in the graphed data but were challenged to interpret the effects of intervention or make decisions based on the data. After training, teacher ability increased in all aspects related to using data for decision making with the exception of data application. In addition, teacher confidence and willingness to interpret and apply graphed behavioral data increased. These data suggest the benefits of a brief training that could be implemented by school psychologists to increase teacher data use and application.

Teachers’ Experiences with Occupational Therapy Multi-Tiered Systems Support: A Qualitative Study

ABSTRACT School-based occupational therapy practitioners participate in multi-tiered systems of support (MTSS) for all students, including general education students who may be at risk for school failure. However, there is little information in the literature on how school-based therapists achieve this and the perceptions of teachers who engage with occupational therapy practitioners providing service within the MTSS framework. This study aimed to understand the experiences of elementary public-school teachers working with occupational therapy practitioners who provided services within an MTSS framework. A qualitative study with a quantitative component was employed to answer the research question. Teachers (n = 13) from four different regions of the United States participated. Data sources included verbatim transcribed interviews, surveys, and documents. Data analysis revealed several constructive themes, including teachers’ learning from occupational therapists, frequent and efficient utilization, students’ progress, and teachers’ positive feelings toward occupational therapy practitioners participating in MTSS. Teachers understood occupational therapists’ workloads, respected occupational therapy practitioners, and expressed a need for more occupational therapy services in MTSS. However, the teachers did not have documentation to verify the occupational therapists’ service within the MTSS framework, which could be a stumbling block for future school-based occupational therapy practitioners’ involvement in MTSS.

A randomized controlled trial on the interconnected systems framework for school mental health and PBIS: Focus on proximal variables and school discipline

This study reviews findings for the first randomized controlled trial (RCT) on the Interconnected Systems Framework (ISF) for school mental health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Since its development in the late 2000s, the ISF has been supported by federally funded centers for SMH and PBIS, and, guided by a national workgroup, is being implemented in >50 communities in the United States. This experimental evaluation of the ISF involved an RCT implemented in 24 schools in two southeastern states, with the ISF implemented in eight schools, PBIS alone implemented in eight schools, and typically co-located PBIS+SMH implemented in eight schools. Related to very poor implementation, documented by two sources of fidelity data, two ISF schools were dropped from major analyses; hence, the study used a treatment on the treated (ToT; Rubin, 1974) as compared to a more traditional Intent-to-Treat approach (ITT; Lachin, 2000). This is the first paper from this large study, with emphasis here on proximal variables and school discipline. Within schools' multi-tiered systems of support (MTSS), ISF schools delivered more Tier 2 (early intervention) and Tier 3 (treatment) interventions to a greater proportion of students than the other two conditions by the second year of the intervention. There was also a dramatic difference in the provision of interventions by community mental health clinicians in ISF schools (almost half of interventions delivered) as compared to PBIS+SMH schools (around 3% of interventions delivered), underscoring the critical role of the ISF in integrating clinicians into MTSS teams and core school functions in SMH. As compared to the other two conditions, ISF schools also had reduced office discipline referrals (ODRs) and in-school suspensions, as well as reduced ODRs and out-of-school suspensions for African American students. Findings are discussed in relation to future directions of education-mental health system partnerships in improving the delivery and impact of SMH programs and services, demonstrated in the ISF.

Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

AbstractThis review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we provide an overview of elementary reading comprehension skills and describe culturally, linguistically, and ecologically situated learning principles and overview the essential elements of MTSS rooted in these principles. Next, we present research‐based practices that enhance reading instruction and intervention among elementary EM students. We then illustrate the PLUSS framework to highlight how educators can implement these practices across MTSS. Finally, we present considerations for reading instruction and intervention and provide resources that may be useful to educators and policymakers with respect to MTSS.

Supporting vocabulary development within a multitiered system of support: Evaluating the efficacy of supplementary kindergarten vocabulary intervention.

Supporting vocabulary development within a multitiered system of support: Evaluating the efficacy of supplementary kindergarten vocabulary intervention.

Tiered Supports for the Class of 2021 in Unprecedented Times: A High School Counseling Department's Journey.

The impact of COVID-19 and the racial awakening of the United States intensified the inequities already present in many K–12 schools. Authors report a practitioner-focused case study of a high school counseling department integrating multitiered systems of support (MTSS) into their comprehensive school counseling program during the 2020–2021 school year, in response to both a global pandemic and the racial justice movement. Authors describe school counselors’ passionate commitment to supporting the school and department goal of increased graduation rate for the graduating class of 2021 in the midst of navigating virtual learning, racial and ethnic disparities, and lack of resources.

Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

Check-in/check-out (CICO) is a widely used strategy for students with and without disabilities that is used in schools, sometimes as a tiered strategy within a multi-tiered system of support. Several adaptations to CICO have emerged across applications including extension to other educational settings (e.g., residential treatment facilities) and applied settings outside of school. We provide an overview of CICO, the adaptations made to date, and offer an example of how to integrate CICO into vocational training settings for students with intellectual disabilities to assist with establishing natural, on-the-job supports between a student and a supervisor while improving job skills.

Multitiered System of Support with Attention Problems: The Role of the School Counselor

ABSTRACT Attention is crucial for academic success, as well as social and emotional growth and development. In this article, the authors discuss models of attention and ways attention influences social and emotional learning and academic success. Additionally, they describe interventions that address attention concerns and discuss implications of using the Multitiered System of Supports (MTSS).

School Counselors’ Leadership Experiences in Multi-tiered Systems of Support: A Phenomenological Investigation

Multi-tiered Systems of Support (MTSS) are widely implemented throughout the U.S., and according to the literature, school counselors are one school-based staff member who supports and even leads MTSS implementation, along with other school-based staff. At the same time, there exists limited research examining school counselors’ leadership roles in MTSS. In this study, researchers conducted an exploratory phenomenological investigation to learn of school counselors’ leadership experiences in MTSS (N = 10). According to the results, school counselors reported (a) commonalities between school counseling and MTSS, and (b) benefits and challenges of their MTSS leadership roles.

Teachers’ Experiences With OT Multitiered Systems of Support: A Qualitative Study

Abstract Date Presented 03/31/2022 The purpose of this study was to understand the experiences of public school teachers who work with OTs who provide support in a multitiered system of support (MTSS) framework, also known as response to intervention (RtI). A qualitative study with a transcendental phenomenological approach was conducted with 13 teachers from four different regions of the United States. Teachers described their experiences with OT MTSS as satisfactory, efficient, and effective. Primary Author and Speaker: Lou Ann Hintz Contributing Authors: Tina Fletcher

DEVELOPING EQUITABLE ELEMENTARY CLASSROOM PLACEMENT ROUTINES

The annual assignment of elementary students from one classroom to the next is a ubiquitous cycle in schools. Since student class assignment has an effect on students’ educational trajectory, understanding how placement procedures impact student equity is an important area of research with benefits for all stakeholders. In this action research project, survey data was collected to examine what student data points teachers found most meaningful as well as what elements participants considered the most effective and the least beneficial components of the previous piloted placement procedures at a central California elementary school. The findings of this research demonstrated that respondents valued intervention data, such as English Language Proficiency Assessments for California (ELPAC) levels or special education (SPED) status, English Language Arts (ELA)/Math achievement data, and behavior data. However, they also expressed hesitancy over certain narrative or subjective information. Respondents also reported that, while multi-grade level cooperation was a valuable component of the placement process, the procedures needed to be more clearly systematized. Findings suggest that by linking placement procedures to existing Multi-Tiered System of Supports (MTSS) structures, the placement process can more effectively address issues of student equity and achievement.

Universal Screening with aimswebPlus Reading in Middle School

Accurate and efficient universal screening is a foundational component of multi-tiered systems of support for reading. By the time students reach middle school, educators often have extant data available to inform screening decisions. Therefore, the decision to collect additional data to inform screening should be considered carefully. The classification accuracy of aimswebPlus reading, a newly updated version of a popular suite of screening tools, has not been independently examined in middle school since its release. We used districtwide data from a midsize city in Texas to retrospectively examine the classification accuracy of aimswebPlus reading composite scores from the fall and winter benchmarking periods. The criterion measure was the annual statewide reading test administered in spring. To provide a comparison for the aimswebPlus results, we also evaluated the accuracy of screening decisions made based on prior year statewide reading test scores. Decisions made based on the aimswebPlus “default” cut-scores resulted in unacceptable sensitivity for universal screening. Following the aimswebPlus recommended method to establish local cut-scores improved the sensitivity of decisions in each grade and benchmarking season but the sensitivity values still fell below recommendations for minimally acceptable sensitivity. In comparison, decisions made based on prior year state test scores demonstrated adequate sensitivity and specificity in Grades 7 and 8. Directions for future research and recommendations for practice are discussed within the context of study limitations.

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?

High-quality Tier 1 instruction is frequently conceptualized as the “foundation” for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or “quality indicators,” of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined; however, the pattern of Hedges’ g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice.

Examining Rural School Implementation of Positive Behavioral Supports Across Tiers

Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically ( n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools ( n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.

The Results of a Federally Funded Long-Term Consultation Training Model

ABSTRACT For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions, and fieldwork activities that went beyond our core program to increase students’ skill development and confidence in promoting a multitiered system of support (MTSS). Simultaneously, we sought to recruit, retain, and graduate more diverse school psychology students. Our nontraditional training and recruitment activities as well as the short- and long-term outcomes of this project are described. The results of this initiative include a significant increase in diverse school psychologists, curriculum changes to incorporate training grant opportunities for all program students, and alumni who report competence in engaging in consultation at the systems-level.

Adverse Childhood Experiences and Neuroscience-Informed Counseling: A Case for Multi-Tiered Caregiver Interventions in Schools

ABSTRACT Adverse childhood experiences (ACEs) and early life stress (ELS) affect the neurobiological development of children, potentially leading to alterations in stress responsive systems (SRSs) that affect children’s emotional, academic, and behavioral functioning. Multi-Tiered Systems of Support (MTSS) in schools are structured to address the needs of children with dysregulated SRSs. However, in this paper, we emphasize the importance of caregiver-focused interventions to engage caregivers as protective factors in partnering with schools toward academic success. We offer a model that incorporates caregiver interventions into a school’s existing MTSS framework by integrating and collaborating with counselors who specialize in systemic and neuroscience-informed counseling. The proposed Multi-tiered Neuroscience-Informed Caregiver Intervention model is based on working with caregivers and family systems to address the neurobiological effects of ACEs and ELS within an MTSS structure in a K-12 academic setting.