School-based multi-tiered systems of support (MTSS): An introduction to MTSS for neuropsychologists

Abstract

When completing pediatric neuropsychological evaluations, it is important for clinicians to incorporate data from children's school environments. Today, the educational data available to neuropsychologists have resulted from the utilization of multi-tiered systems of support (MTSS) within schools; however, practitioners may lack knowledge and/or training in this school-based approach to assessment and intervention. Better understanding of MTSS may aid pediatric neuropsychologists in their interpretation and use of educational data commonly provided by schools. Thus, the purpose of this article is to provide an overview of school-based MTSS and explain how knowledge about MTSS can inform neuropsychological evaluations. Specifically, practical implications for record reviews, recommendation development, and consultation with schools will be discussed.

Special education curriculum and pedagogy.

“…The term multitiered systems of supports is sometimes used synonymously with RtI and PBIS, but many education professionals consider it to be more than simply a combination of RtI and PBIS (Wexler, 2018). Wexler (2018) noted that the multitiered systems of supports approach encompasses the roles and actions of everyone in the school environment in supporting students, rather than focusing solely on the deficits of students. This model represents a shift in responsibility and accountability of the system as a whole to support students and reflects elements of the person-centered and supports models seen previously in educational history.…”

“…Multitiered systems of supports. Multitiered systems of supports is a term describing proactive approaches or frameworks to creating authentic access to learning for all students (Wexler, 2018). The multitiered systems of supports approach is firmly grounded within the supports model that arises from the functionality model of intellectual disability .…”

“…One of the central foundational tenets of the multitiered systems of supports approach is that all students can work toward grade level content standards when provided with instruction that is aligned with their learning needs (Wexler, 2018). To achieve this goal, as suggested in its name, this model takes a "tiered" approach to intervention development and delivery.…”

The Scales for Assessing Emotional Disturbance–Third Edition: Internal Reliability, Interrater Reliability, and Test–Retest Reliability

“…of data to make decisions about students, academic, and behavioral practices, prevention efforts, and effectiveness (Stoiber, 2014;Wexler, 2018). Assessment is a fundamental aspect of data collection within tiered intervention frameworks and involves screening, monitoring, and evaluating student progress (Center on Positive Behavioral Interventions and Supports, 2019).…”

“…Assessment is a fundamental aspect of data collection within tiered intervention frameworks and involves screening, monitoring, and evaluating student progress (Center on Positive Behavioral Interventions and Supports, 2019). This includes determining whether a student's behaviors and emotions are typical developmental adjustment or require specialized services and provides a solid rationale as to why psychometrically sound, normed assessments are an integral part of the data collection and evaluation process (Benner et al, 2009;Wexler, 2018).…”