Application of Multi-Level Support Systems with Students with Behavioral and Emotional Disorders in Public Schools
(A descriptive analytical study)
Abstract
Multi-Tiered Support Systems (MTSS) have proven to be effective and efficient due to their preventive and educational focus. These systems are defined as frameworks and procedures implemented by schools to support all students, including those with behavioral and emotional disorders, to help them improve and succeed. Examples of such systems include the Response to Intervention (RTI) system, which addresses academic aspects, and the Positive Behavioral Interventions and Supports (PBIS) system, which focuses on behavioral aspects. The latter is the focus of this study due to its effectiveness with general education students and those at risk of emotional and behavioral disorders in particular.Despite the existence of high-quality research in this field, there remains a need for greater effort in further research and practical applications, especially within the context of Arab studies. This study aims to provide a comprehensive definition of the concept of MTSS, clarify its historical and legal development, and highlight its importance. Additionally, it explores how this system can be utilized in general education schools, special education programs, and with students who have behavioral and emotional disorders. The study also seeks to identify the requirements for implementing MTSS in general education schools and the barriers that hinder its implementation. Finally, the study presents recommendations regarding the application of MTSS in general education schools.
References
2. Aba Oud, A. A. (2020). The reality of services provided in ADHD programs and their major obstacles in public education schools: A qualitative study. Journal of Educational Sciences, 32(1), 141–158.
3. Al-Habib, A. (2015). Requirements for developing the educational administration system 'Noor' in general education schools in Riyadh City in light of global experiences. Assiut University Journal of Education, 31(4), 264–305.
4. Al-Hussain, A. B. (2018). Attitudes of students of the College of Social Sciences at Imam Muhammad Bin Saud Islamic University toward students with behavioral and emotional disorders. Journal of Educational Sciences, 17, 523–589.
5. Al-Othman, I. B., Bin Rajeh, M. B., Al-Mahzam, M. S., Al-Asimi, F. S., & Al-Qahtani, S. A. (2018). Laws and legislation in special education. Zahraa Publishing and Distribution House.
6. Al-Othman, I. B. (2015). Pre-service teachers' attitudes in the field of special education toward parental participation in light of some variables. Psychology and Education Journal, 49, 29–57.
7. Al-Rifai, A. (2009). Scientific research methods: Administrative and economic applications. Amman: Dar Wael Publishing.
8. Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Guilford Press.
9. Brown-Chidsey, R., & Bickford, R. (2023). Practical guide to multi-tiered systems of support: Tools for guiding instruction and intervention (S. M. Al-Qafari, M. A. Al-Sulaiman, & A. A. Al-Harbi, Trans.). Riyadh: King Saud University Press.
10. Bunting. (2021). Delaware multi-tiered system of support. Retrieved from https://www.doe.k12.de.us/
11. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2022). Fundamentals of SEL. Retrieved from https://casel.org/fundamentals-of-sel/
12. Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71–88. https://doi.org/10.1002/pits.2045
13. Evans, S. W., Schultz, B. K., & DeMars, C. E. (2014). High school based treatment for adolescents with ADHD: Results from a pilot study examining outcomes and dosage. School Psychology Review, 43, 185–202.
14. Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Pearson.
15. Fuchs, D., & Fuchs, L. S. (2006). Response to intervention (RTI) as a method of identifying students with disabilities. Journal of Learning Disabilities, 39(2), 99–108.
16. Greene, L. (2019). Educators’ perceptions of the process and implementation of a multi-tiered system of supports (MTSS): A case study. Educational Specialist, 157. https://commons.lib.jmu.edu/edspec201019/157.
17. Harn, B., Basaraba, D., Chard, D., & Fritz, R. (2015). The impact of schoolwide prevention efforts: Lessons learned from implementing independent academic and behavior support systems. Learning Disabilities: A Contemporary Journal, 13(1), 3–20.
18. Khalil, Y., & Al-Nahdi, S. (2016). Educational administrative information systems: Noor system for educational administration and its impact on administrative performance efficiency in secondary schools in Jeddah governorate. Aalam, 17, 101–139.
19. Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention. Guilford Press.
20. McIntosh, K., & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. Guilford Press.
21. McIntosh, K., & Goodman, S. (2016). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Press.
22. Ministry of Education. (2019). Equality in education for persons with disabilities. Riyadh: Ministry of Education.
23. Murray, C. (2021). An examination of readiness for response to intervention implementation in a rural school district in North Carolina. Gardner-Webb University.
24. National Center on Intensive Intervention (NCII). (n.d.). Tools and resources for designing and monitoring intensive interventions. Retrieved from https://intensiveintervention.org/
25. Paul, C. A. (2016). Elementary and secondary education act of 1965. Social Welfare History Project. Retrieved from https://socialwelfare.library.vcu.edu/
26. Peterson, D. R. (1961). Behavior problems of middle childhood. Journal of Consulting Psychology.
27. Romer, N., Green, A., & Cox, K. (2018). Educator perceptions of preparedness and professional development for implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 10, 122–133. https://doi.org/10.1007/s12310-017-9234-3
28. Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBDs. Beyond Behavior, 17(3), 22–29.
29. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24–41.
30. Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. Handbook of Positive Behavior Support, 307–326.
31. Wehmeyer, M. L., & Al-Ajmi, N. S. (Trans.). (2020). Research-based practices guide for teaching students with intellectual disabilities. Riyadh: King Saud University Press.
32. Weingarten, Z., Zumeta Edmonds, R., & Arden, S. (2020). Better together: Using MTSS as a structure for building school–family partnerships. Teaching Exceptional Children, 53(2), 122–130.
33. Wexler, N. (2018). The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It.
Copyright (c) 2025 أ.د. إبراهيم بن عبدالله العثمان , راكان بن عبدالعزيز سعد الدويس
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
