Exploring common misconceptions among SLPs related to the multi-tiered systems of support framework
Presentation Type
Abstract
Faculty Advisor
Lesley Sylvan
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
Multi-tiered systems of support (MTSS) is a three-tiered framework that supports all students’ needs at different levels of instruction. Tier 1 includes all students of the general education instruction, Tier 2 includes more targeted support that students need in addition to core instruction, and Tier 3 is intensive individualized support. The MTSS framework is viewed as a key mechanism for providing support of varying intensity matched to student needs in an efficient and responsive manner. The overall focus of the MTSS framework is to ensure that students receive the appropriate level of support across all domains to help within their academic progress. SLPs have the unique expertise to make a meaningful contribution in this framework; however, SLPs’ engagement and involvement with this framework is variable. In order to explore variations in SLPs’ perceptions related to MTSS, a focus group study was conducted with 19 school-based SLPs. The SLPs were presented with 12 statements related to MTSS and were asked to rate their agreement on a 5-point scale. The three most agreed upon misconceptions were “Since such a large percentage of children are performing below grade level, everyone needs MTSS and there isn’t enough time,” “MTSS is part of the pre-referral process,” and “MTSS includes several steps which need to be defined so SLPs know when to begin their involvement and when to stop.” This study is important in exhibiting prevalent misconceptions that SLPs have concerning MTSS which may impact their engagement with the framework.
Exploring common misconceptions among SLPs related to the multi-tiered systems of support framework
Multi-tiered systems of support (MTSS) is a three-tiered framework that supports all students’ needs at different levels of instruction. Tier 1 includes all students of the general education instruction, Tier 2 includes more targeted support that students need in addition to core instruction, and Tier 3 is intensive individualized support. The MTSS framework is viewed as a key mechanism for providing support of varying intensity matched to student needs in an efficient and responsive manner. The overall focus of the MTSS framework is to ensure that students receive the appropriate level of support across all domains to help within their academic progress. SLPs have the unique expertise to make a meaningful contribution in this framework; however, SLPs’ engagement and involvement with this framework is variable. In order to explore variations in SLPs’ perceptions related to MTSS, a focus group study was conducted with 19 school-based SLPs. The SLPs were presented with 12 statements related to MTSS and were asked to rate their agreement on a 5-point scale. The three most agreed upon misconceptions were “Since such a large percentage of children are performing below grade level, everyone needs MTSS and there isn’t enough time,” “MTSS is part of the pre-referral process,” and “MTSS includes several steps which need to be defined so SLPs know when to begin their involvement and when to stop.” This study is important in exhibiting prevalent misconceptions that SLPs have concerning MTSS which may impact their engagement with the framework.
Comments
Poster presentation at the 2025 Student Research Symposium.