Examining an integrated factor structure of schoolwide MTSS implementation measures

Abstract

Multitiered systems of support (MTSS) are composed of tiered prevention and intervention in multiple domains. MTSS is often referred to as an umbrella framework that includes both a multi-tiered approach to proactive school-wide behavior (e.g., Schoolwide Positive Behavior Interventions and Supports) and academic supports in reading, writing, and/or mathematics (e.g., Response to Intervention). Integrating behavior and academic support systems can become complex, requiring significant coordination and implementation efforts within schools. However, efforts to measure implementation and study how such implementation across behavioral and academic domains relates are limited. In the current study, we used MTSS implementation data from 225 schools in a U.S. Midwestern state to examine a factor structure of schoolwide MTSS implementation measures in behavioral and academic domains (reading and mathematics). Results suggest (a) a hierarchical factor model for behavioral and academic MTSS measures fits well, indicating that integrated behavioral and academic supports are driven by an overall implementation factor, and (b) the overall factor had no relation to school-level achievement. Implications for practice and future directions for research are discussed.