{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T06:44:24Z","timestamp":1791528264094,"version":"4.3.4"},"reference-count":36,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T00:00:00Z","timestamp":1788739200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["American Journal of Occupational Therapy"],"published-print":{"date-parts":[[2026,12]]},"abstract":"<jats:p>\n                    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\n                    <jats:italic toggle=\"yes\">Every Student Succeeds Act<\/jats:italic>\n                    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\u2019 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.\n                  <\/jats:p>","DOI":"10.1177\/19437676261484889","type":"journal-article","created":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T11:47:41Z","timestamp":1788781661000},"page":"1153-1158","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["School-Based Occupational Therapy in MTSS: A Call to Action"],"prefix":"10.1177","volume":"80","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-6963-983X","authenticated-orcid":false,"given":"Marco A.","family":"Le\u00e3o","sequence":"first","affiliation":[{"name":"Colorado State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shelly J.","family":"Lane","sequence":"additional","affiliation":[{"name":"Colorado State University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,9,7]]},"reference":[{"issue":"2","key":"e_1_3_2_2_1","first-page":"7112410010p1","article-title":"Guidelines for occupational therapy services in early intervention and schools","volume":"71","author":"American Occupational Therapy Association","year":"2017","unstructured":"American Occupational Therapy Association. (2017). Guidelines for occupational therapy services in early intervention and schools. American Journal of Occupational Therapy, 71(Supplement_2), 7112410010p1\u20137112410010p10. https:\/\/doi.org\/10.5014\/ajot.2017.716S01","journal-title":"American Journal of Occupational Therapy"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2020.74S2001"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2013.008359"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2018.1445059"},{"key":"e_1_3_2_6_1","volume-title":"Occupational therapy practice guideline for mental health promotion, prevention, and intervention for children and youth","author":"Bazyk S.","year":"2013","unstructured":"Bazyk S., Arbesman M. (2013). Occupational therapy practice guideline for mental health promotion, prevention, and intervention for children and youth. AOTA Press."},{"key":"e_1_3_2_7_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2018.025379"},{"key":"e_1_3_2_8_1","doi-asserted-by":"publisher","DOI":"10.1353\/etc.2013.0018"},{"key":"e_1_3_2_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2018.1496872"},{"key":"e_1_3_2_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219420915867"},{"key":"e_1_3_2_11_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2014.011585"},{"key":"e_1_3_2_12_1","volume-title":"Multi-level prevention system","author":"Center on Multi-Tiered System of Supports","unstructured":"Center on Multi-Tiered System of Supports. (n.d.). Multi-level prevention system. American Institutes for Research. https:\/\/mtss4success.org\/essential-components\/multi-level-prevention-system."},{"key":"e_1_3_2_13_1","doi-asserted-by":"publisher","DOI":"10.1177\/0308022619832467"},{"key":"e_1_3_2_14_1","first-page":"19","volume-title":"Best practices for occupational therapy in schools","author":"Clark G. F.","year":"2019","unstructured":"Clark G. F., Chandler B. E. (2019). Best practices in supporting student access to school environments, programs, and support. In Clark G. F., Rioux J. E., Chandler B. E. (Eds.), Best practices for occupational therapy in schools (pp. 19\u201326). AOTA Press."},{"key":"e_1_3_2_15_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2015.018366"},{"key":"e_1_3_2_16_1","unstructured":"Every Student Succeeds Act Pub. L. No. 114\u201395 129 Stat. 1802. (2015). https:\/\/www.congress.gov\/bill\/114th-congress \/senate-bill\/1177."},{"key":"e_1_3_2_17_1","unstructured":"Goodman S. Bohanon H. (2018). A framework for supporting all students: One-size-fits-all no longer works in schools. American School Board Journal February 1\u20134. Loyola eCommons School of Education Faculty Publications and Other Works. https:\/\/ecommons.luc.edu\/education_facpubs\/116\/."},{"key":"e_1_3_2_18_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2020.039016"},{"key":"e_1_3_2_19_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2022.2112361"},{"key":"e_1_3_2_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2024.2315577"},{"key":"e_1_3_2_21_1","doi-asserted-by":"publisher","DOI":"10.1177\/0008417415627665"},{"key":"e_1_3_2_22_1","unstructured":"Individuals with Disabilities Education Act of 2004. Pub. L. No. 108\u2013446 118 Stat. 2647. (2004). https:\/\/www.congress.gov\/bill\/108th-congress\/house-bill\/1350."},{"key":"e_1_3_2_23_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2023.2301115"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Le\u00e3o M. (2026). Decision-Making Processes of School-Based Occupational Therapists regarding MTSS [Unpublished doctoral research]. Colorado State University.","DOI":"10.1177\/19437676261484889"},{"key":"e_1_3_2_25_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2023.050027"},{"key":"e_1_3_2_26_1","volume-title":"Integrated multi-tiered systems of support: Blending RTI and PBIS","author":"McIntosh K.","year":"2016","unstructured":"McIntosh K., Goodman S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. Guilford Press."},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.1177\/0308022620982888"},{"key":"e_1_3_2_28_1","unstructured":"National Alliance of Specialized Instructional Support Personnel. (2019). Fact Sheet: Specialized Instructional Support Personnel. https:\/\/nasisp.org\/wp-content\/uploads\/2019\/02\/NASISP-SISP-Fact-Sheet_2019.pdf."},{"key":"e_1_3_2_29_1","doi-asserted-by":"publisher","DOI":"10.5014\/ajot.2023.050242"},{"key":"e_1_3_2_30_1","volume-title":"Appendix A. The future of school occupational therapy practice. in best practices for occupational therapy in schools (2nd ed.)","author":"Rioux J. E.","year":"2019","unstructured":"Rioux J. E., Stephenson P., Clark G. F. (2019). Appendix A. The future of school occupational therapy practice. in best practices for occupational therapy in schools (2nd ed.). AOTA Press."},{"key":"e_1_3_2_31_1","volume-title":"AOTA - Supporting school-based occupational therapy practitioners","author":"Saffer A.","year":"2025","unstructured":"Saffer A. (2025, February 7). AOTA - Supporting school-based occupational therapy practitioners. American Occupational Therapy Association. https:\/\/www.aota.org\/advocacy\/advocacy-news\/2025\/aota-supports-occupational-therapy-practitioners-in-schools."},{"key":"e_1_3_2_32_1","doi-asserted-by":"publisher","DOI":"10.1177\/0888406420938035"},{"key":"e_1_3_2_33_1","doi-asserted-by":"publisher","DOI":"10.1080\/19411243.2023.2232806"},{"key":"e_1_3_2_34_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781071831106.n4"},{"key":"e_1_3_2_35_1","first-page":"19","volume-title":"Best practices for occupational therapy in schools","author":"Schneider E.","year":"2019","unstructured":"Schneider E., Chandler B. E. (2019). Laws that affect occupational therapy in schools. In Clark G. F., Rioux J. E., Chandler B. E. (Eds.), Best practices for occupational therapy in schools (pp. 19\u201326). AOTA Press."},{"key":"e_1_3_2_36_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph17062166"},{"key":"e_1_3_2_37_1","doi-asserted-by":"publisher","DOI":"10.1177\/00084174251395574"}],"container-title":["American Journal of Occupational Therapy"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/19437676261484889","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/19437676261484889","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/19437676261484889","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T17:55:36Z","timestamp":1791482136000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/19437676261484889"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,9,7]]},"references-count":36,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2026,12]]}},"alternative-id":["10.1177\/19437676261484889"],"URL":"https:\/\/doi.org\/10.1177\/19437676261484889","relation":{},"ISSN":["1943-7676","1943-7676"],"issn-type":[{"value":"1943-7676","type":"print"},{"value":"1943-7676","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,9,7]]}}}