The Role of Speech-Language Pathologists and Special Education Teachers in MTSS Implementation ​

Brianna Gambino

Co-Presenters: Caitlin Chiodo

College: College of Health Professions and Human Services

Major: MA.SPEECH-LNGPATH

Faculty Research Mentor: Jacob, Melissa  

Abstract:

Speech-language pathologists (SLPs) and special education teachers are responsible for implementing a Multi-Tiered System of Supports (MTSS). MTSS integrates instruction, assessment, and intervention to address the academic, behavioral, and social-emotional needs of all students. RTI is a component of the MTSS framework that delivers support through increasing levels of intensity beginning with universal instruction, advancing to targeted and intensive intervention. Effective implementation of MTSS allows for prevention, early detection, and evidence to determine special educational eligibility. Although there are benefits to implementing MTSS, many SLPs and special education teachers face barriers to implementation, such as reduced support, lack of training, and minimal time. Using Goodson’s Educational Change Model, this study aims to investigate how perspectives on personal, internal, and external factors affect involvement in the implementation of MTSS. A 21-item Likert scale survey was distributed to SLPs and special education teachers examining their perspectives on external, internal, and personal factors influencing their engagement with MTSS/RTI, in addition to three open-ended questions. Projected data analyses will include correlational analyses and independent t-tests to examine relationships between perspectives on factors in both SLPs and special education teachers. Results from this study could illuminate the benefits professionals may gain from increased MTSS professional development, graduate school courses, training on implementation, or administrative support.