Integrated Interoception Model

When MTSS feels stuck, the issue may not be student motivation; it may be access. This body-first, access-based perspective helps school teams look beneath observable challenges to better support regulation, executive function, and meaningful participation.

When children are referred for support, the referral often begins with a behavioral concern. A child is struggling to follow directions. Another student leaves the area, shuts down, melts down, refuses to work, or struggles to stay on task. A caregiver or teacher may describe impulsivity, emotional outbursts, avoidance, or dysregulation. The concerns are real, important, and often disruptive to daily life. They deserve support. But the way we understand them matters. Too ofte