Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education

For school-based speech-language pathologists (SLPs), Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education, Second Edition offers practical research-based tools to balance the high demands of their job with supporting general education students. This professional resource provides answers to a range of questions about policy implications, applicability of the framework to an SLP’s role in schools, and how an SLP can implement multi-tiered systems of support (MTSS) in their practice. 

Part I breaks down the important concepts of MTSS, while Part II is designed as an SLP MTSS Toolkit with practical suggestions for implementation and data collection, featuring the collective wisdom of practitioners and researchers in the field. Part III is new to this edition and includes an additional toolkit intended to support practitioners in adopting and sustaining MTSS practices in real-world settings. This toolkit moves beyond presenting evidence-based practices to focus on concrete implementation strategies, including communication templates, self-reflection tools, and case studies that illustrate leadership and advocacy related to MTSS in action.  Throughout the text, readers will also find real-world snapshots of MTSS in practice based on the experiences of actual SLPs in the field. 

New to the Second Edition

• Expanded information on balancing MTSS implementation along with other responsibilities
• More detailed information related to the importance and practical implementation of universal screening 
• A new chapter on approaching augmentative and alternative communication (AAC) within an MTSS framework, including case studies of SLPs putting this information into action
• A new “toolkit” for SLPs to reflect on their own practice, communicate with key stakeholders, and deepen their motivation to engage with MTSS
• 28 new “real-world” snapshots illustrating implementation in diverse practice contexts, including virtual schools, charter schools, and schools serving students with identified disabilities

Lesley Sylvan, MS, EdM, EdD, is an associate professor of communication sciences and disorders at Montclair State University. She has an active research agenda focusing on speech-language pathology services in public schools. Dr. Sylvan graduated with a doctoral degree from Harvard University in Human Development and Education and a master’s degree from Boston University in Speech-Language Pathology. Prior to her academic career, Dr. Sylvan was a speech-language pathologist in New York City and San Francisco public schools.