The DOI matches its Crossref record; 39 of the 40 references it cites were found in a registry or an index.
Implementing a multi-tiered system of support (MTSS): collaboration between school psychologists and administrators to promote systems-level change.
Abstract
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.
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“MTSS models thus accentuate prevention, frequent progress monitoring, data-based decision-making and problem-solving, evidence-based interventions, individualized instruction and intervention, and implementation fidelity (Eagle et al., 2015).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Eagle et al., 2015
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Metadata
- Authors
- Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G.
- Affiliations
- Rhode Island College (US)
- Corresponding author
- Eagle, John W.
- Venue
- Journal of Educational and Psychological Consultation
- Publisher
- Informa UK Limited
- Published
- 2014-12-22
- Volume
- 25
- Issue
- 2-3
- Pages
- 160-177
- ISSN
- 1047-4412 (ISSN-L)
- 1532-768X
- OpenAlex
- W2002638752
- Cited by
- 151
- References
- 40
- Citations by year
- 2026: 11 · 2025: 23 · 2024: 15 · 2023: 16 · 2022: 11 · 2021: 23 · 2020: 16 · 2019: 15 · 2018: 10 · 2017: 6 · 2016: 5
- FWCI
- 8.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational and Psychological Consultation (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- multi-tiered systems of support, school psychologists, school administrators, interdisciplinary collaboration, systems-level change, implementation science, problem-solving framework, school consultation, early detection and intervention, progress monitoring, data-driven decision making, principal leadership
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