Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review
MTSS that bakes in behavior modification steadily lowers problem behaviors in regular elementary schools.
01Research in Context
What this study did
Nitz and the team looked at 40 studies from around the world. Every study tested multi-tiered systems of support (MTSS) that add behavior-modification pieces in elementary schools.
They asked one question: do these tiered plans actually change student behavior?
What they found
The review says yes. Schools that weave behavior skills training, reinforcement, and clear rules into MTSS see fewer problem behaviors.
The positive pattern held across countries, school sizes, and income levels.
How this fits with other research
Beqiraj et al. (2022) extends these results to special-ed rooms. They show the same tiered PBS logic works for kids with developmental disabilities.
Crosland et al. (2012) and Simpson et al. (2001) are early narrative guides that pushed RTI and SW-PBS. Nitz et al. (2023) now backs those ideas with a full systematic review.
DeRoma et al. (2004) found that half of school studies skip functional behavior assessment and still get decent outcomes. Nitz did not require FBA either, so both reviews hint that solid tier-1 and tier-2 practices may carry most of the weight.
Why it matters
If your elementary school already uses MTSS, add behavior-modification pieces at every tier. Use class-wide reinforcement, teach expectations, and track office referrals. You do not have to wait for lengthy FBAs to see calmer halls and more time on task.
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02At a glance
03Original abstract
Multi-tiered systems of support (MTSS) are effective in addressing challenges in schools through a tiered system of support and diagnostics. A broad field of research has developed over the past 50 years. This systematic literature review aims to provide an overview of MTSS quality, outcomes, and characteristics in elementary education research. The review includes international studies and focuses on MTSS approaches that integrate behavior modification. After searching several databases, 40 studies published between 2004 and 2020 met the criteria for closer examination. The review presents study characteristics and theoretical references of different MTSS, including location, time, sample, study design, outcome measures, groups involved, interventions, and effects. In summary, MTSS have been found to be effective in elementary schools internationally, particularly for behavior change. Future studies should investigate the interactions between interventions within the school setting and involve teachers, school staff, and stakeholders in MTSS development to improve the system's coherence and effectiveness. It's important to note that MTSS have a political dimension that affects implementation and sustainability and can impact society by improving school experiences and reducing negative behaviors.
Heliyon, 2023 · doi:10.1016/j.heliyon.2023.e17506