MTSS in Practice

Where to begin?

Introducing MTSS at a school is not a one-time project but a school development process. Experience from national and international contexts shows: successful implementations start small, think big, and work data-driven.

A sensible first step is to form a multiprofessional steering team that coordinates the process and makes data-based decisions. This team jointly assesses the school's current status, identifies existing resources, and determines which Tier 1 measures are already in place — and which are still missing.

Recommendation: Establish a stable Tier 1 before planning Tier 2 and Tier 3 measures. Effective universal prevention is the foundation — without it, higher tiers are less effective.

Evidence-Based Interventions by Tier

The following instruments are well-documented in research and proven in practice, especially for externalizing behavior problems. The selection is informed by findings from international and national studies.

1 Tier 1 — Universal Prevention

• Proactive Classroom Management: Structured routines, clear behavioral expectations, positive reinforcement, consistent consequences. Goal: a supportive learning environment for all.
• Good Behavior Game (GBG): Evidence-based group game that strengthens cooperative behavior and reduces disruptions. Used as a core Tier 1 measure in the multimo studies.
• Social-Emotional Learning (SEL): Class-wide programs for promoting empathy, self-regulation, and conflict resolution, integrated into everyday instruction.
• School-wide behavioral expectations: Commonly agreed rules that are visibly communicated and systematically practiced throughout the school (in line with the SWPBIS approach).

2 Tier 2 — Targeted Prevention

• Daily Behavior Report Cards (DBRC): Daily, individualized feedback on behavior — directly to the child and their parents. Evaluated as an effective Tier 2 measure in the multimo studies.
• Check-in / Check-out (CICO): Structured daily conversations with a mentor: setting goals in the morning, reflecting in the afternoon. Particularly effective for attention-related behavior.
• Small-group training: Social competence or emotion regulation training in groups of 3–6 children, e.g., over 10–12 sessions. Topics: perspective-taking, impulse control, problem-solving.
• Mentoring: Regular meetings with a consistent adult (teacher, social worker) that promote relationship-building, self-reflection, and goal-setting.

3 Tier 3 — Indicated Prevention

• Functional Behavior Assessment (FBA): Systematic analysis of why a specific behavior occurs. Triggers, consequences, and maintaining conditions to develop an individualized support plan.
• Individualized behavior plans: Based on the FBA, tailored interventions are developed, e.g., token systems, self-management strategies, or behavioral-therapeutic approaches.
• Case-based coaching: Guidance and consultation for the teacher by specialized professionals (special educators, school psychologists) in implementing intensive interventions in the classroom.
• Multimodal interventions: Combining multiple approaches (behavior modification, parent involvement, therapeutic services), tailored to the individual needs of the child.

Detailed descriptions of the tiers can be found on the tiers page.

Checklist: Step-by-Step Implementation

The following checklist summarizes the key steps, informed by research findings and practical school experience.

1. Form a steering team (teachers, special education, school leadership, school psychology if available)
2. Analyze current status: What measures are already in place? Where are the gaps?
3. Define and communicate shared behavioral expectations
4. Select and systematically introduce Tier 1 measures (e.g., classroom management, GBG)
5. Establish screening procedures and conduct initial assessment
6. Set up a data-based decision process (regular support conferences)
7. Plan and implement Tier 2 interventions for identified children
8. Introduce progress monitoring and review support decisions
9. Prepare Tier 3 procedures (FBA, individualized support plans)
10. Embed professional development and peer consultation permanently

Implementation is not a linear process. Schools often go through these steps iteratively and continuously adapt their approach.

Sources

1. Batsche, G. M. (2014). Multi-tiered system of supports for inclusive schools. In J. McLeskey et al. (Eds.), Handbook of effective inclusive schools. Routledge.
2. Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2023). The school counselor's guide to multi-tiered systems of support. Routledge.
3. Hennemann, T., Hillenbrand, C., Fitting-Dahlmann, K., Wilbert, J., & Urton, K. (2018). Zum Umgang mit massiven Unterrichtsstörungen: Evidenzbasierte Prävention und Intervention. Empirische Pädagogik, 32(3/4), 401–422.
4. Nitz, J., Hagen, T., Krull, J., Verbeck, L., Eiben, K., Hanisch, C., & Hennemann, T. (2023). Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior. Frontiers in Education, 8, doi:10.3389/feduc.2023.1208854.
5. Nitz, J., Niederelz, A., Hanisch, C., & Hennemann, T. (2024). Herausforderungen und Gelingensbedingungen erfolgreicher Implementation eines mehrstufigen Förderansatzes an Grundschulen. Zeitschrift für Heilpädagogik, 75(1), 4–17.
6. Volpe, R. J., Fabiano, G. A., & Pelham, W. E. (2013). Daily Behavior Report Cards. In M. D. Weist et al. (Eds.), Handbook of school mental health. Springer.
7. Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good Behavior Game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119–124, doi:10.1901/jaba.1969.2-119.
8. Nitz, J., Brack, F., Hertel, S., Krull, J., Stephan, H., Hennemann, T., & Hanisch, C. (2023). Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon, 9(6), doi:10.1016/j.heliyon.2023.e17506.