Multi Tiered Systems of Support: The Effect of Sensory Processing Tier 1 and Tier 2 Occupational Therapy Intervention, Workshops & Consultation on Kindergarten Students

Publication Date

1-1-2026

Document Type

Article

Publication Title

Journal of Occupational Therapy Schools and Early Intervention

Volume

19

Issue

2

DOI

10.1080/19411243.2025.2517768

First Page

187

Last Page

208

Abstract

School-based occupational therapy practitioners (SBOTPs) are increasingly using a Multi-Tiered System of Support (MTSS) approach to provide services to the general education student population to improve particular skills that many students struggle with. Although numerous research studies have shown efficacy in using MTSS in reading and writing, the impact of MTSS on sensory processing and self-regulation remains vastly unexplored. The purpose of this study is to evaluate the effects of an OT tiered intervention program on sensory processing in kindergarten students and teachers’ understanding of sensory processing. This is explored through the use of a manualized OT intervention using the MTSS model, individual consultation, and teacher workshops. Three kindergarten classrooms were recruited from two parochial elementary schools in San Jose, California. Group 1’s 11 students received a 10-week MTSS program on self-regulation and sensory processing. Group 2 consisted of 15 students and their teacher received biweekly OT consultation and a teacher workshop on sensory processing. Group 3 consisted of 18 students and their teacher only received the teacher workshop. Results from the pre and posttest Sensory Processing Measure − 2nd Edition (SPM-2) indicated that average scores did not significantly improve after each group’s intervention. The Strengths and Difficulties Questionnaire, used as a screening tool prior to the SPM-2, showed significance in the correlation of the Total Difficulties and Prosocial score with the SPM-2. The correlation between the SDQ and SPM-2 pretest results support the use of the SDQ as a screening tool in the school setting to help identify sensory processing challenges due to its accessibility for teachers and OTPs. Results from semi-structured interviews at the completion of the study supports the role of SBOTPs to provide consultation and in-service learning opportunities on students’ sensory processing and the classroom environment. Overall, this study provides implications for how SBOTPs can collaborate with teachers to integrate sensory-based strategies into daily classroom activities and routines to address all areas of sensory processing.

Department

Occupational Therapy

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