General Education teachers and SLPs implementation of MTSS/RTI.​

Amanda Bonavita

Co-Presenters: Melanie Moreno

College: College of Health Professions and Human Services

Major: BA.SPCHLANG/HESCI

Faculty Research Mentor: Jacob, Melissa  

Abstract:

Background:Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) are frameworks used within the school system to provide data-based instruction and intervention across multiple tiers of support. Within MTSS, speech-language pathologists (SLPs) provide support to students across all tiers through universal screening measures and progress monitoring. General education teachers are responsible for Tier 1 instruction and implementing evidence-based classroom strategies. Despite shared goals, gaps remain between SLP and general education teacher involvement in MTSS. Research indicates that the personal beliefs of professionals, structural, and systemic barriers such as time constraints, limited planning, and inconsistent integration of goal-directed behavior weaken the implementation of MTSS.Purpose:Using Goodson's Educational Change Model, this study examines SLP and general education teacher perspectives on personal, internal, and external factors that influence professional involvement in MTSS.Methods:Participants completed a 21-item Likert-scale survey assessing their perceptions across personal, internal, and external domains along with three-open ended questions designed to capture insights into experiences with MTSS implementation.Results:Findings from this study may identify systemic and personal factors that serve as barriers to effective practice and collaboration.Clinical Implications:Results may inform targeted professional development, improved allocation of time and resources, and school-based efforts to address negative personal factors, ultimately highlighting specific areas of need to support more effective implementation in schools.