International Journal of School and Cognitive Psychology
Open Access

Enhancing Education Through Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) in Schools

Smrithi Marie^{* *}Correspondence: Smrithi Marie, Department of Psychology, Goris State University, Goris, Armenia, Email:

Author info »

Description

In the dynamic world of education, ensuring that every student receives the support they need to succeed is a top priority [1]. Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) have emerged as powerful frameworks to address the diverse needs of learners in schools [2,3]. Let's delve into these methodologies, explore their components, and understand how they are transforming education.

Understanding Response to Intervention (RTI)

RTI is a proactive approach to identifying and addressing academic and behavioral difficulties early on. It operates on a tiered system, with each tier offering increasingly intensive interventions.

Tier 1: Universal screening and high-quality instruction at the foundation of RTI is tier 1, which encompasses high-quality, evidence-based instruction provided to all students [4-8]. Additionally, universal screenings are conducted regularly to identify students who may be at risk of falling behind.

Tier 2: Targeted interventions students who require additional support beyond tier 1 interventions move to tier 2. Here, they receive targeted interventions in small groups to address specific areas of need, such as reading comprehension or math fluency.

Tier 3: Intensive individualized support for students who do not respond adequately to tier 2 interventions, tier 3 offers more intensive and individualized support. This may include one-onone instruction, specialized programs, or accommodations tailored to the student's unique needs.

Exploring Multi-Tiered Systems of Support (MTSS)

MTSS builds upon the foundation of RTI but takes a broader approach by addressing not only academic but also socialemotional and behavioral needs. Like RTI, MTSS operates on a tiered system and emphasizes data-driven decision-making [9].

Academic tier: Similar to RTI's tiers, MTSS's academic tier focuses on providing differentiated instruction and interventions to meet students' academic needs.

Behavioral tier: In addition to academic support, MTSS incorporates a behavioral tier to address students' socialemotional and behavioral challenges. This tier may include interventions such as counseling, social skills training, or behavior management strategies.

Whole child approach: What sets MTSS apart is its holistic view of students [10,11]. By addressing academic, socialemotional, and behavioral needs comprehensively, MTSS strives to create a supportive learning environment that nurtures the whole child.

The role of data and collaboration

Both RTI and MTSS rely heavily on data to drive decisionmaking. Regular progress monitoring allows educators to assess the effectiveness of interventions and make adjustments as needed [12-15]. This data-driven approach ensures that support remains targeted and responsive to students' evolving needs.

Moreover, collaboration is crucial to the success of RTI and MTSS. Educators, administrators, support staff, and families must work together as a team to ensure that students receive the support they need to thrive. By fostering a culture of collaboration, schools can maximize the impact of RTI and MTSS and create a supportive ecosystem for student success [16].

Overcoming challenges and ensuring equity

While RTI and MTSS offer promising frameworks for supporting student success, they are not without challenges. Implementation fidelity, resource constraints, and the need for cultural responsiveness are among the hurdles that schools may face. However, with dedicated leadership, ongoing professional development, and a commitment to equity, these challenges can be overcome [17,18].

Ensuring equity is a central tenet of RTI and MTSS. It requires schools to recognize and address the unique needs of every student, regardless of background or circumstance [19]. By embracing diversity, fostering inclusion, and providing culturally responsive interventions, schools can create equitable learning environments where all students have the opportunity to thrive [20].

Conclusion

In conclusion, Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) are powerful frameworks that have the potential to transform education. By providing early and targeted interventions, addressing the diverse needs of learners, and fostering collaboration and equity, RTI and MTSS empower educators to create inclusive and supportive learning environments where every student can reach their full potential. As schools continue to prioritize student success and well-being, RTI and MTSS will play a central role in shaping the future of education.

References

1. Hirota T, King BH. Autism spectrum disorder: A review. Jama. 2023 10;329(2):157-168.

   [Crossref] [Google Scholar] [PubMed]

2. Dawson G, Rieder AD, Johnson MH. Prediction of autism in infants: Progress and challenges. The Lancet Neurol. 2023;22(3):244-254.

   [Crossref] [Google Scholar] [PubMed]

3. Lai MC, Kassee C, Besney R, Bonato S, Hull L, Mandy W, et al. Prevalence of co-occurring mental health diagnoses in the autism population: A systematic review and meta-analysis. Lancet Psychiatry. 2019;6(10):819-829.

   [Crossref] [Google Scholar] [PubMed]

4. Sharma SR, Gonda X, Tarazi FI. Autism spectrum disorder: Classification, diagnosis and therapy. Pharmacol Ther. 2018;190:91-104.

   [Crossref] [Google Scholar] [PubMed]

5. Johnson KP, Zarrinnegar P. Autism spectrum disorder and sleep. Child Adolesc Psychiatr Clin N Am. 2021;30(1):195-208.

   [Crossref] [Google Scholar] [PubMed]

6. Cortese S, Wang F, Angriman M, Masi G, Bruni O. Sleep disorders in children and adolescents with autism spectrum disorder: Diagnosis, epidemiology, and management. CNS drugs. 2020;34:415-423.

   [Crossref] [Google Scholar] [PubMed]

7. Lokhandwala S, Spencer RM. Relations between sleep patterns early in life and brain development: A review. Dev Cogn Neurosci. 2022;56:101130.

   [Crossref] [Google Scholar] [PubMed]

8. Wintler T, Schoch H, Frank MG, Peixoto L. Sleep, brain development, and autism spectrum disorders: Insights from animal models. J Neurosci Res. 2020;98(6):1137-1149.

   [Crossref] [Google Scholar] [PubMed]

9. Jiang F. Sleep and early brain development. Ann Nutr Metab. 2020;75:44-54.

   [Crossref] [Google Scholar] [PubMed]

10. Nguyen AD, Murphy LE, Kocak M, Tylavsky FA, Pagani LS. Prospective associations between infant sleep at 12 months and autism spectrum disorder screening scores at 24 months in a community-based birth cohort. J Clin Psychiatry. 2018;79(1):5332.

    [Crossref] [Google Scholar] [PubMed]

11. MacDuffie KE, Shen MD, Dager SR, Styner MA, Kim SH, Paterson S, et al. Sleep onset problems and subcortical development in infants later diagnosed with autism spectrum disorder. Am J Psychiatry. 2020;177(6):518-525.

    [Crossref] [Google Scholar] [PubMed]

12. Sivertsen B, Posserud MB, Gillberg C, Lundervold AJ, Hysing M. Sleep problems in children with autism spectrum problems: A longitudinal population-based study. Autism. 2012;16(2):139-150.

    [Crossref] [Google Scholar] [PubMed]

13. Schreck KA, Richdale AL. Sleep problems, behavior, and psychopathology in autism: Inter-relationships across the lifespan. Curr Opin Psychol. 2020;34:105-111.

    [Crossref] [Google Scholar] [PubMed]

14. Kawai M, Buck C, Chick CF, Anker L, Talbot L, Schneider L, et al. Sleep architecture is associated with core symptom severity in autism spectrum disorder. Sleep. 2023;46(3):zsac273.

    [Crossref] [Google Scholar] [PubMed]

15. Díaz-Román A, Zhang J, Delorme R, Beggiato A, Cortese S. Sleep in youth with autism spectrum disorders: Systematic review and meta-analysis of subjective and objective studies. BMJ Ment Health. 2018;21(4):146-154.

    [Crossref] [Google Scholar] [PubMed]

16. Mazzone L, Postorino V, Siracusano M, Riccioni A, Curatolo P. The relationship between sleep problems, neurobiological alterations, core symptoms of autism spectrum disorder, and psychiatric comorbidities. J Clin Med. 2018;7(5):102.

    [Crossref] [Google Scholar] [PubMed]

17. Buckley AW, Hirtz D, Oskoui M, Armstrong MJ, Batra A, Bridgemohan C, et al. Practice guideline: Treatment for insomnia and disrupted sleep behavior in children and adolescents with autism spectrum disorder: Report of the Guideline Development, Dissemination, and Implementation Subcommittee of the American Academy of Neurology. Neurology. 2020;94(9):392-404.

    [Crossref] [Google Scholar] [PubMed]

18. Crowe BH, Salt AT. Autism: The management and support of children and young people on the autism spectrum (NICE Clinical Guideline 170). Arch Dis Child Educ Pract Ed. 2015;100(1):20-23.

    [Crossref] [Google Scholar] [PubMed]

19. Rosen CL, Aurora RN, Kapur VK, Ramos AR, Rowley JA, Troester MM, et al. Supporting American Academy of Neurology’s new clinical practice guideline on evaluation and management of insomnia in children with autism. J Clin Sleep Med. 2020;16(6):989-990.

    [Crossref] [Google Scholar] [PubMed]

20. Missig G, McDougle CJ, Carlezon Jr WA. Sleep as a translationally-relevant endpoint in studies of Autism Spectrum Disorder (ASD). Neuropsychopharmacology. 2020;45(1):90-103.

    [Crossref] [Google Scholar]