Purpose This article describes the development and initial validation of the Speech-Language Pathologist (SLP) Involvement in Multi-Tiered System of Supports (MTSS) Questionnaire. It was developed to measure the extent to which SLPs are involved in MTSS at their school site(s). Method A total of 567 SLPs practicing in the United States responded to up to 39 Likert-type items meant to reflect six domains: scope of practice, professional development, leadership, consulting/collaborating, assessment and analysis, and intervention. Measurement quality was evaluated in terms of score reliability and validity. An exploratory factor analysis was conducted to evaluate the internal structure of the questionnaire responses. A three-factor model with the following dimensions of Carrying out Roles and Responsibilities, Leading, and Planning and Providing Interventions was supported. Loadings for retained factors ranged from .35 to .87. Internal consistency estimates ranged from .87 to .92. Descriptive statistics summarized the overall involvement of SLPs in MTSS, and responses to questions to assess the feasibility and acceptability of this questionnaire were analyzed. Results Questionnaire responses indicated that SLPs infrequently engage in MTSS activities. The item with the highest mean was related to SLPs collaborating with teachers to help them address students' speech and language disorders in their classrooms. Most of the SLPs who took the questionnaire found it easy to complete, but only some found the information to be useful. Conclusions The infrequent involvement of SLPs in MTSS indicates a need to disseminate information on the potentially valuable roles SLPs can play in MTSS implementation. This tool may be used by SLPs to better understand contributions they can make within an MTSS framework and self-reflect on their current levels of involvement. Supplemental Material https://doi.org/10.23641/asha.13874516.

中文翻译：

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语言病理学家参与多层支持问卷系统：跨专业实践的进展。

目的 本文描述了语言病理学家 (SLP) 参与多层支持系统 (MTSS) 问卷的开发和初步验证。开发它是为了衡量 SLP 在其学校站点中参与 MTSS 的程度。方法 共有 567 名在美国执业的 SLP 回答了多达 39 个李克特类型的项目，旨在反映六个领域：实践范围、专业发展、领导力、咨询/合作、评估和分析以及干预。测量质量根据评分信度和效度进行评估。进行探索性因素分析以评估问卷答复的内部结构。具有以下维度的三因素模型：执行角色和责任、领导、计划和提供干预得到支持。保留因子的载荷范围从 0.35 到 0.87。内部一致性估计范围从 0.87 到 0.92。描述性统计总结了 SLPs 在 MTSS 中的整体参与情况，并对问题的回答进行了分析，以评估该问卷的可行性和可接受性。结果 问卷答复表明 SLP 很少参与 MTSS 活动。平均值最高的项目与 SLP 与教师合作帮助他们解决课堂中学生的言语和语言障碍有关。大多数接受调查问卷的 SLP 觉得很容易完成，但只有一些人认为这些信息有用。结论 SLP 很少参与 MTSS 表明需要传播有关 SLP 在 MTSS 实施中可以发挥的潜在价值作用的信息。SLP 可以使用此工具更好地了解他们在 MTSS 框架内可以做出的贡献，并自我反思他们当前的参与水平。补充材料 https://doi.org/10.23641/asha.13874516。