Program
Special Education M.A.
Number of Pages
86
Year Approved
2023
First Advisor
Elliott, Nathan
Second Reader
Lisa Silmser
Abstract
While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Steinfeldt, M. (2023). A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1022