MTSS for Pencil Grasp and Handwriting: From US Schools to Australian Classrooms

Point vs nib of a pencil.
Letter size vs A4 size copy paper. 
Slant board vs slope board. 

Sometimes when I speak to my American colleagues, it feels like we are speaking a different language. 

MTSS is a phrase that I've heard but I've had to learn what it actually means, what it might mean for pencil grasp and handwriting, how it translates into the Australian context and how it affects me as a solo private practitioner. 

It prompted me to think ... "What do we do at a universal level to support handwriting development and what additional support might some students need?" While the education systems in the US and Australia are different (they aren't even identical across the Australian states), the underlying principles are transferable and relatable. 
​
What is MTSS (Multi-tiered system of supports)? 
A multi-tierd system of supports is a framework for organising increasingly targeted support according to student need.  The commonly used three-tier structure  includes:

Tier 1: Universal - for 80 % of all students.  Instruction and environmental supports are provided across the classroom or school. 
Tier 2: Targeted - for 15 % of students.  Students who need more than the universal supports receive additioanl, targeted intervention (often in small groups).
Tier 3: Intensive - for 5 % students with more significant or pesistent needs. Support becomes individualised and intensive. 

Students more between the tiers based on their response to intervention. Collaboration between teachers, families and professionals include screening, progress monitoring, data collection and problem-solving so that students receive the right level of support at the right time. 

So how do we apply this to pencil grasp and handwriting? 

Tier 1: What does every child need in order to have the best chance of developing functional handwriting skills? 
An OT might contribute to:
​• Evidence-based handwriting curriculum
• School-wide PD on fine motor development
• Classroom push-in support
• Environmental modifications
• Teacher training on grasp pattems
• Whole-class fine motor warm-ups
• Universal design for leaming
• Progress monitoring quarterly
• Pencil grip cues posted in classroom
• Fine motor centers
• Regular movement breaks
• Developmental skill checklists
• Parent education resources
• Screening for at-risk students
• Proper seating/desk positioning
• Age-appropriate writing tools

Tier 2: What about the students who need more support?
This might include OT support such as:
• Small group instruction
• Fine motor skill stations
• Pencil grip progression activities
• Handwriting practice groups
• Teacher consultation weekly
• Modified writing tools/grips
• Visual motor skill activities
• Progress monitoring 

Tier 3: When individualised supprot is needed.
An OT might provide: 
• Direct 1:1 OT services 
• Specialized adaptive equipment
• Sensory integration techniques
• Custom therapeutic exercises
• Home program development
• Progress monitoring weekly
• IEP goal development
• Assistive technology evaluation

Australian Context
​MTSS is well established in the USe education system, but Australia does not have one nationally mandated MTSS framework used by every school.  Australian states, territories and education sectors (public, private, catholic) use a range of frameworks and terminology.  However, the underlying concept of "universal -> targeted -> individualised support" is present in Australian education. 

Another key difference is that in Australia there is not a single national model for school-based OT, and not every Australian school employs an OT. Not every Australian school allow therapists on-site to work with students. 

An OT working in Australia might be:

• ​employed directly by a school
• employed by an education system
• working across several schools
• contracted by a school working for an external allied health provider
• a private practitioner supporting individual students
• employed by community or public health 

Personally, as a sole private practitioner, how does this apply to me (or you, if you are in a similar position)?
​The MTSS framework provides a way of thinking where we can consider a student's context.  At tier 1, I can consider that what I share for my particular student may also benefit the whole class.  A pencil warm up activity may be demonstrated so that the teacher can instruct the whole class.  A poster or resource could be used to support all the students.   At tier 2, I can collaborate with the teacher to develop additional writing opportunities, targeted practice or a fine-motor station.  At tier 3, I might provide individualised support for the student and consider how can intervention carry over into everyday school life?

Do you work from the MTSS framework or similar? I would love to hear your perspective. 

​We've providing you with a free resource to reference the "Multi-Tiered System of Supports (MTSS) approach for pencil grasp and handwriting development". This practical visual framework outlines universal, targeted and intensive supports, helping OTs and educators consider how to support all students from whole-class strategies through to individualised intervention.

Make sure to also download the previous free resources if you haven't already:
* School Readiness Skills
* The Developmental Progression of Pencil Grasp
* Check your grasp
* How to Size a Desk
These resources are part of Gripipedia — a practical guide to pencil grasp evaluation and intervention. More details coming VERY soon!
​

​Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
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