Authors
Marco A Leão, Shelly J Lane
Published in
The American journal of occupational therapy : official publication of the American Occupational Therapy Association. Pages 19437676261484889. Sep 07, 2026. Epub Sep 07, 2026.
Abstract
School-based occupational therapy practitioners (SBOTPs) are called to move beyond reactive services for students with identified disabilities and contribute to preventive, inclusive supports for all learners. The Every Student Succeeds Act and the adoption of Multi-Tiered Systems of Support (MTSS) create a timely opportunity for SBOTPs to expand their role as Specialized Instructional Support Personnel within school-wide systems. However, current implementation remains limited by conceptual confusion, inconsistent definitions of MTSS tiers, insufficient data collection and progress monitoring, and fragmented service delivery. These challenges restrict SBOTPs' ability to participate fully in school-wide prevention and intervention efforts and perpetuate a narrow view of occupational therapy (OT) as primarily a direct service linked to special education eligibility. This call to action argues for the development of a clearly defined, stakeholder-informed, and evidence-based model for OT practice within MTSS. It also offers recommendations for coordinated action across research, education, and practice to strengthen role clarity, professional preparation, and implementation support. Together, these efforts are essential to advancing inclusive, preventive, and educationally relevant OT services that support participation and success for all students.
PMID:
42704099
Bibliographic data and abstract were imported from PubMed on 07 Sep 2026.
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