Understanding Speech-Language Pathologists' Misconceptions About Multi-Tiered System of Supports: Initial Exploration From a Focus Group Analysis.

Purpose: While there is overwhelming support from clinical texts, journal articles, and our national organization for the implementation of multi-tiered system of supports (MTSS) in school-based speech and language practice, the reality is that many speech-language pathologists (SLPs) may be unfamiliar with how to fully engage with this framework. In this clinical focus article, we identify potential misconceptions related to MTSS and explore the degree to which these misconceptions may be prevalent and the driving factors that influence SLPs. We also discuss what next steps the field can take to support accurate beliefs about MTSS and refudiate potential misconceptions in order to best position SLPs to successfully participate in an MTSS framework. Method: Twelve potential misconceptions related to MTSS and SLPs were identified by the authors of this clinical focus article. Nineteen school-based SLPs who worked in public schools in the United States participated in a 75- min focus group where they were asked to rate the degree to which they agreed or disagreed with the identified misconceptions and explain their reactions. Focus groups ranged in size from three to four SLPs. Results: The focus groups produced both quantitative and qualitative data about SLPs' perspectives related to MTSS and provided insights into which misconceptions may be prevalent or influential in how SLPs frame, approach, and reflect on MTSS. Conclusions: Although roles and responsibilities of school-based SLPs support engagement with MTSS, there is growing concern regarding the gap between research, policy, and practice related to MTSS implementation. Identifying and addressing potential misconceptions SLPs hold related to MTSS will bolster efforts to support SLP involvement in MTSS, resulting in high-quality services and supports matched to strengths and needs of all students. [ABSTRACT FROM AUTHOR]