gary j duhon, phd oklahoma state university august 19, 2011 rti
TRANSCRIPT
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Gary J Duhon, PhDOklahoma State University
August 19, 2011
RTI
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RTI is…..A systemic approach to instruction with two
main goals: Prevention of academic problemsContribute to the identification process for
students suspected of have a SLD.
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Response to intervention (RTI) integrates assessment and intervention within a school-wide, multi‑level prevention system to maximize student achievement and reduce behavior problems.
Defining RTI
(National Center on Response to Intervention)
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With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions based on a student’s responsiveness, and RTI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities
Defining RTI
(National Center on Response to Intervention)
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RTI as a Preventive Framework
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RTI is a multi-level instructional framework aimed at improving outcomes for ALL students.
RTI is preventive and provides immediate support to students who are at risk for poor learning outcomes.
RTI may be a component of a comprehensive evaluation for students with learning disabilities.
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Assumptions within RTIThere are 2 main reasons for low
academic achievementLack of appropriate instructionDisability
“Good” instruction in the form of an intervention will improve the academic performance of non-disabled students.This discrepancy between pre- and post-
intervention performance is considered a response to intervention.
However, a lack of discrepancy (i.e., resistance) may indicate the presence of a SLD.
(Fuchs, Mock, Morgan, & Young, 2003; Gresham, 1991; Gresham 2001).
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Core principles of RTI We can effectively teach all students Intervention should come early Utilize problem solving within a multi-tiered model for
decision making We should employ scientifically valid interventions
whenever possible Student progress is monitored regularly Use data to make decisions Assessment occurs in the form of
ScreeningDiagnosisProgress monitoringAll to contribute to accurate Decision Making
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The Pillars of RTI
Screening/Benchmarking
Intervention Progress Monitoring
Data-Based Decision Making
Increased Student Success
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Critical Components of RTIMethod of assessment for
Identifying at-risk students (i.e. students in need of intervention)
Determining who is making progress Identifying typical performance
A structure To guide the intervention process
Decision rules or guidelines To evaluate data for problem solving and eligibility
determination
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Method for identifying at-risk studentsScreen All Children Throughout the Year
(Universal Screener in Reading, Math, Writing, Behavior)Identify those performing below expected levels
These are your at-risk studentsThese are the students in need of interventionAt this point we are not asking if they are disabled, we just
want to improve educational outcomes Determine what students can and can’t do
Identify areas of curricular needProgress monitor all students
To evaluate the impact of instruction/intervention
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Universal ScreenerUniversal screeners can derive from
Curriculum Based AssessmentCBA
Commercially available devicesDIBELSAIMS webSTEEP
Designed to assist in determining Who is at-risk Content areas of concern
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Universal Screener OutcomesUsing general outcome measuresDesigned to determine who is at risk?
This can be Individual student, Small group of students, Class
room, Grade level, Etc…
Content area of concern?This can be
Academic (reading, math, writing, etc…)BehaviorSocial/Emotional
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Progress MonitoringDistinct from screening in that
Progress monitoring occurs more frequentlyFrequently enough to be useful in decision making
and curricular modificationsMay target different or more specific skills
Than the skills identified by the universal screener
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A Structure for Intervention
Tiered modelAllows for multiple
attempts at remediation of academic concern
Designed to guide levels of intervention intensity as you move up the tiers
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for
Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with Intensive Needs
~15
%
~5%
~80% of Students
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Interventions at the 3 TiersTier 1
Low intensity, supplemental educational opportunities in the general area of concern
Group orientedMonitored in the general ed. classroom
Tier 2Medium intensity, more specific programmed instructionSmall group or individually orientedMonitored weekly in the general ed. classroom
Tier 3High intensity, specific, targeting the individual’s concern Individually orientedMonitored daily possibly by specialist personnel or special
education teachers
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Interventions must be evidenced/researched based!!!The terms evidenced based and research based
have slightly different technical meanings But in the end interventions must be derived from
Empirically supported practice for the intervention procedure in the form of peer reviewed journal articles supporting its use
Interventions based on personal experience, book chapter, commercial products may or may not be evidenced based
When does it really matter?When you fail to produce a response!This is why it is important to know what has been done
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What do these intervention look like?Target basic or a single skillUse immediate corrective feedbackMastery of content before moving on More time on difficult activitiesMore opportunities to respondFewer transitionsSetting goals and self monitoring
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What are not interventions?Accommodations are not interventions
Preferential seatingExtended time
Activities are not interventionsReading silentlyCompleting math worksheets
People are not interventionsGoing to the reading specialistGoing to the tutor
Materials and programs are not interventionsWorking on the computerUsing flashcards
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Decision making within RTIWhat is required for RTI decision making?
Treatment fidelityWas fidelity measured?Was the intervention implemented correctly?
Quantifiable comparison of pre and post intervention performance for the target skillWas a baseline data collected?Was progress monitoring of the same type of data
collected?Did the intervention result in a change?
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Decision making within RTIAn anchor to determine effect
Have you established a goal for performance or Has the student reached an established criterion
goal?or
Has the resulting change placed the student within or on target for normative responding?
A method to gauge intervention intensityHas intervention intensity been clearly defined?Was the intervention gen ed or special ed?
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Decision making rulesWhen should a student move up, down or
out of the tiered system?What level of response and intervention
effort result in decisions of eligibility?Was a child responsive or not?
What does it mean if they were or were not?Is the intensity consistent with Sp. Ed. or
Gen. Ed.?When there is a lack of objective criterion
these decisions are best made by committee
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Decision Making
Fluency Deficits
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Decision Making
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Decision Making
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Decision Making
Fluency Deficits
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Decision Making
Fluency Deficits
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Problem Solving within a Tiered Model
• Implement Plan (Treatment Integrity)
Carry out the intervention
• Evaluate(Progress Monitoring Assessment)
Did our plan work?
• Define the Problem(Screening and Diagnostic Assessments)
What is the problem and why is it happening?
• Develop a Plan(Goal Setting and Planning)
What are we going to do?
Upah & Kurns, 2005
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Why RTI?Sustained improvements in academic
performanceDecreased expulsion, behavioral referral
and suspension ratesDecreased inappropriate special education
referral Decreased inappropriate special education
placement rates
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Developing and Implementing RtI
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Who needs to be involved in developing and implementing RtI?Leadership at the district and site level
Leadership at the district level Allows for changes in policy and structural
required to make implementation feasible Communicates the commitment to make
changeLeadership at the site level
Creates the environment to facilitate change
Provides continued support for daily activities of RtI
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Assessment processUniversal Screeners and Progress
Monitoring ToolsIdentifying the right tools will require
knowledge of the general curriculumCommercially available tools should be
consistent with the curriculum used in the district
Both should relate to important outcome measures
Which general outcome measures provide us with the best information about our students?
Coordination with general ed, special ed, assessment and curriculum personnel at a minimum
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Intervention processThe increasing intervention intensities require
different resources to implementIntervention implementation
Early interventionsGeneral education teachers
More intense interventionSpecial education teachers and other support
personnelIntervention resources
AdministrationIntervention development
Experts in research based intervention: master gen ed, sp ed teachers, topic area specialist, school psychologist, etc.
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Decision MakingWho is responsive and who is not?How is this information used?An RTI team will be needed to make these
decisionsRepresentative from
General edSpecial edAdministrationSchool psychologySpecialist in the area of concern
Information about responsiveness cannot be used in isolation
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RtI should…Be a public process
Supported by and involving all appropriate personnelGeneral ed, special ed, specialist, administrators,
parents
Be accessible to all students in need of supportNo longer are they yours or mine, but with RtI
they are all oursNot be viewed as an additional thing but, a
reorganization and improvement to our current practice
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Intervention & RtI
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What is an intervention?The general concept of intervention is
very broad…An intervention is anything you do to
change something you want changedIntervention in RtI is much more
specific…Systematic and explicit steps taken
over time for the purpose of remediating or preventing deficits in a specific skill area
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RtI Interventions annotatedSystematic and explicit steps
RtI interventions consist of a series of steps that are explicit
What is completed during the intervention is planned and specific to the problem targeted
Taken over timeRtI interventions take time to workTherefore they must occur
consistently over time
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RtI Interventions annotatedFor remediating or preventing deficits RtI interventions serve the primary
purpose of remediating or preventing deficits
In a specific skill areaRtI interventions are not designed to
solve all problemsRtI interventions are designed to
remediate or prevent deficits in very specific areas
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What do these intervention look like?Target basic or a single skillUse immediate corrective feedbackMastery of content before moving
on More time on difficult activitiesMore opportunities to respondFewer transitionsSetting goals and self monitoring
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What are not interventions?Accommodations are not interventions
Preferential seatingExtended time
Activities are not interventionsReading silentlyCompleting math worksheets
People are not interventionsGoing to the reading specialistGoing to the tutor
Materials and programs are not interventionsWorking on the computerUsing flashcards
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Intervention ProcessIntervention process includes
Problem/Skill AssessmentIntervention/Strategy DevelopmentProgress Evaluation
Utilizing conceptual models toDetermining what to assess How to intervene
Problem solving approachA step-by-step model linking
assessment and intervention
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What will we cover?Interventions
Both academic and behavioralNecessary ComponentsRelationship of these components to the decision
making processWe will not
Discuss everything there is to know about interventions
Provide you with a list of all possible interventions for various problems
We will Discuss conceptual models designed to assist in
problem assessment and intervention developmentOutline the steps in the intervention process as well as
progress evaluation
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Intervention can be complexWhen attempting to intervene on
problems we are often in the darkWe ask ourselves
Where do I start?andHow do I pick the right intervention?
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However; It can be made simpleProblems can seem complex and
overwhelming, but the process can be made easier byEmploying a structure for assessment and intervention What to do from beginning to end.
Utilizing conceptual models of learning How to select an intervention
What results is a problem solving approach that can guide you through the process
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Advantages to problem solving approachFlexible approach useful for lots of
problemsCan be used for math, reading, behavior, etc.
No need for extensive experience with a particular problem typeSolutions can be generated regardless of your familiarity
Rarely are you left without optionsProvides potential solutions in most cases
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Another AdvantageTakes the Guess work out
Typically the team process Consist of a discussion of a childMay relies mainly on recollectionIntervention results from guesses about
why the problem exist and what might workGood data from a structured procedure gives you information for differential decision making regarding interventions.
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Employing a StructureWhat to do and when to do it
ValidateThe existence of the problem
Assess The problem
AnalyzeAssessment results and make decision
about interventionImplement
The interventionEvaluate
Intervention outcome
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ValidationEnsure that the problem is a valid
problemA crucial first step
Many things could cause a false problem to be identifiedInvalid assessment resultsFaulty expectations or unrealistic expectations on the part of the teachers or parents
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AssessmentIdentify the problem
A missed step here will lead to failureDefine the problem
Be specificMake sure it is a measurable problemMake sure it is a relevant problem
Measure and evaluate the characteristics of the problem
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Assessment (cont)Select the target rather than related
behaviorCommon language is often used as a
classification system to make communication easier
AggressionAngerSadBadADHDLearning Disabled
However these categories are not behaviorsThey allude to possible classes of behavior Assessment will only be useful if it targets the
behavior
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AnalysisDetermine what the assessment results
(characteristics of the problem) tell us about why the problem exists
This task is made easier if the results are matched against a conceptual modelNo guessing with regard to the why
Based upon this comparison, make a recommendation for intervention
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ImplementationCarry out the intervention you
have decided uponYou will need to
Create or gather the materialsDirectionsManipulativeData collection forms
Train all who are involvedCollect data
Implementation & outcome
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EvaluationEvaluation is based upon asking a few
simple questions.Is the intervention effective?
Did it help at all?Will it resolve the problem in an appropriate time frame?Based on some established goal or
criteria.Is it feasible in the regular classroom?
Or are the needs to great to continue in the general education classroom?
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A structure is not sufficient on its ownConceptual models need to be used
to help determine the what…Validate
What types of problems can exist? Assessment
What aspect of the problem do I assess?Analysis
What do the assessment results indicate? Intervention
What options do I have when intervening? Evaluation
What do I do if I am wrong?
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Conceptual ModelsProvide a guide for
what aspects of student behaviors should be assessed
andhow to choose an intervention
Two useful modelsCan’t Do/Won’t DoInstructional Hierarchy
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Can’t Do/Won’t DoCategorizes students based upon
the presence or absence of the target skill
More simply statedIf they are not doing something
(not reading or not accurately completing math work) is it due to the absence of a skill or the lack of motivation
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Can’t Do/Won’t Do Student ClassificationWon’t Do students
Students who can perform better but for whatever reason don’t
In some cases they can perform as good as peers
Can’t Do studentsStudents who don’t have the ability to
perform an better than they currently areEven when they try their best they are
well below expected levels
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Can’t Do/Won’t Do AssessmentAttempt to determine if student performance will improve given more environmental support Provide a reward for improved performance on a previously failed task to determine if the student can perform the task
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Steps in Can’t Do/Won’t Do AssessmentIdentify, within the target area, a
previously failed or incomplete taskInform the student of their previous
performanceOffer a reward for improving
performanceAllow a reasonable amount of time
to complete the taskReward the student if he/she beats
the previous score
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Analysis of Can’t Do/Won’t Do ResultsWon’t Do problem
Improvement to such a degree that the problem no longer exist when reward is offered
Can’t Do problemLittle or no improvement in performance occurs
Combination problemPerformance improves markedly, but even with reward the problem remains
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Possible outcomesTony’s multiplication problem
In class performance = 25% accurate
Can’t Do/Won’t Do = 89% accurateSusan’s reading comprehension
In class performance = 0% accurateCan’t Do/Won’t Do = 30% accurate
Willy’s spelling problemIn class spelling = 45% accurateCan’t Do/Won’t Do = 40% accurate
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Can’t Do/Won’t Do Link to InterventionsWon’t Do problems
The intervention should focus on improving motivation for that skill.
Can’t Do problemsThe intervention should focus on strengthening or developing the desired skill.
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Won’t Do InterventionsEnvironmental supports are not
sufficient to produce the appropriate levels of behavior
Improve environmental supports throughReward the targeted behaviorDiscourage the interfering behavior
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Can’t Do InterventionsThese students lack the skill necessary
to complete the task givenRemediate the skill through instruction
That is easier said than doneHowever, this leads to more questions
What skill do we intervene on?What instructional approach do we
use?To answer these questions we employ
another conceptual modelThe Instructional Hierarchy
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Instructional Hierarchy (IH)Conceptual model that
distinguishes between differing levels of skill developmentAcquisition
Student who is becoming accurate with a new skill
Fluency Student develops speed in performance
GeneralizationStudent learns to perform in novel
situationsAdaptation
Student modifies the response to a novel task
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Assessment with the IHDetailed analysis of performanceIdentify the functional level within
the IHWhere is the student performing?
AcquisitionFluency GeneralizationAdaptation
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Steps in the IH assessmentIdentify a work sample or work
samplesThe work sample from Can’t Do/Won’t Do
Previously completed work productsAssessment consist of evaluation with
these question in mind:Was the performance accurate?Was the performance too slow?
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Analysis of IH Assessment ResultsStudent is inaccurate
Acquisition phaseStudent is accurate, but slow
Fluency phaseStudent is accurate and fast, but
cannot perform in novel situations Generalization phase
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Link to Interventions with IHAcquisition phase
Intervention should focus on task that promote accurate responding
Fluency phaseIntervention should focus on improving fluent performance
Generalization phaseIntervention should provide opportunities to practice in other settings
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Acquisition InterventionsThese students need to learn how
to perform accuratelyTeach them
Modeling (Tell, Show, Do)Corrective feedback
Make curricular modificationsInstruct them at a more appropriate
levelTeach them what they are missingInstruct keystone skills
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Fluency InterventionThese students need to learn how to
perform more quickly while still maintaining accuracy
Provide additional opportunities to practiceDrill and practiceReward with feedback about performance
Goal settingetc
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Generalization InterventionThese students need to learn how
to perform accurately and fluently in new settings or situations
Provide opportunities for responding across different contextModel across contextDrill across contextReinforce across context
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Combining the ModelsThese two models can be combinedThis would result in a general problem solving approach
Effective for many school based problems
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Overview of the Process
Can’t Do/Won’t DoAssessment
Can’t Do Problem Won’t Do Problem
Reward InterventionIH Assessment
Acquisition Fluency Generalization
Accuracy training Speed training Context intervention
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Applying the ModelEnsure there is a Problem
ValidateDefine the Problem
AssessmentDevelop an Intervention Plan
AnalysisImplement the Plan
ImplementationEvaluate Intervention Effects
Evaluation
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Once complete you will have…Solid information (data) to build
an interventionLater stages are much easier
Intervention development Intervention implementation Intervention evaluation
Without this data you are simply in the dark
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Intervention DevelopmentAssembling the intervention
Protocols, permanent products, etc.
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Steps in the Development ProcessDetermining the active treatment components
Select (based upon the assessment results) the active intervention components
DirectionsCreate clear, but brief directions for intervention implementation
TrainingTrain all personnel involved in the intervention
TestingTry it out and see where the bug are
MonitoringMonitor the degree of implementation
Establishing a goalObjective criterion for success
Collect a baseline
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Active treatment ComponentsBased on the assessment results,
choose an interventionReward intervention ---
Reward/ChoiceAccuracy intervention ---
Modeling, Practice, Performance Feedback, Error Correction, Alter Task Difficulty
Speed intervention --- Practice w/Reward
Context intervention --- Cuing, Rewarding generalization
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DirectionsShould
Be easy to follow
Describe all aspects of the intervention
List who is responsible for what
Be explicit on how and when it is to be completed
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TrainingShould
Be initiated prior to the first session
Include all personnel involved
Be conducted until accuracy is reached
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TestingShould be
Completed after training is complete
Completed without any assistance
Reviewed to determine if modifications are needed
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MonitoringShould be
Based on permanent products built into the intervention
Conducted at regular intervals
A way of providing feedback to anyone involved in the intervention
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GoalShould be
Relative to the baseline dataAchievable in the time frame provided
Agreed upon by all presentRelated to some important outcomeNormsBenchmarks Relative standing in class
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BaselineAlways, always, always collect baseline
dataA baseline is simply the level of
performance prior to the start of the intervention
If it is not possible, obtain some form of objective information to be used as evaluative anchor It is best if the baseline measure and the intervention measure are the same
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Implementing the interventionThe most though out, well designed, scientific/research based intervention will have no effect if it is not implemented.
We must take steps to increase the likelihood that our interventions are implemented.
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Evaluating the effects of interventionAn effective intervention will alter
some dimension of behavior.For behavioral excesses it will decrease that dimension
For behavioral deficits it will increase that dimension
Intervention effects are relative to baselineTherefore don’t forget the baseline
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Ways of evaluating effectivenessFormative (progress monitoring)Aim linesDaily monitoring
Summative (benchmarking) Criterion evaluations
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Effectiveness vs. SuccessThese two terms do not mean the
same thingEffectiveness is a measure relative to baselineDetermining this is simply a
comparisonSuccess takes into account all the variables involved in intervention and can be somewhat subjective
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Will the treatment solve the problem
Not all effective treatments will solve the problemFirst
What does solve means for each individual case?
SecondWill the treatment ultimately result in the
resolution of the problem?Third
Is the timeline appropriate?Fourth
What is the cost?
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Determine if treatment needs modificationThrough evaluation we determine the status of the interventionNo intervention works the same for all, sometimes An interventions has no effectAn intervention only works a littleAn intervention works, but is much to intensive to maintain
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The intervention had no EffectIf the intervention had no effect first we
must evaluate integrityWas the intervention implemented as
planned?If integrity was high then we can examine
the interventionWhen we fail it is likely because
The intervention wasNot the right one for the jobNot strong enough in its current form
In either case we modify and try again
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The intervention had no effectWhen we fail it is likely becauseThe intervention was
Not the right one for the jobNot strong enough in its current form
In either case we modify and try again
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Modifying ineffective interventionsIf the intervention was not the
right one for the jobAlter your hypothesis and develop another intervention based upon the new hypothesis
If your first hypothesis was the presence of a won’t do problem, test out a can’t do hypothesis
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Modifying ineffective interventionsIf the intervention is not strong
enough in its current formIntensify it by increasing one or more aspects of the deliveryIncreased time per dayIncreased days per weekReduced intervention group size
This increases active responding per student
Include similar additional components in the intervention
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The intervention worked a littleIn this case we can assume we are
on the right trackNext steps are to continue to focus on refining the components of the current intervention
Don’t forget about integrity
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Modifying Weak InterventionsIntensify it by increasing one or more aspects of the deliveryIncreased time per dayIncreased days per weekReduced intervention group sizeThis increases active responding per student
Include similar additional components in the intervention
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The intervention was effectiveEffective interventions are great, but sometimes they are labor intensive for both the interventionist and the student.When we have identified an intervention that is effective we should next try to make it as economical as possible
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Modifying effective interventionsMake interventions more economical by Removing any unnecessary components
Reducing the intensity Decrease times per dayDecrease days per weekIncrease group size
Make sure not to reduce intensity to such a degree that it will no longer be effective!
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Something to keep in mindRemember why you are intervening To determine if a simple intervention can help with the current problem
Not to solve all of the child’s problemsThis will likely take substantial time to accomplish
Deep holes will take time to fill
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Special Education Eligibility
Using the Data You Have Collected
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Determining EligibilityMaking decisions about whether a
student possesses a learning disability must be based on dataNo matter what the process (RtI or Discrepancy)
RtI completed correctly will generate the data necessary to make decisionsIf RtI is implemented incorrectly the decisions will be unreliable and will lack validity
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How Will You Use The Data?To answer 3 simple questions.
What is the discrepancy of the student’s performance with the peer group and/or standard?
What is the student’s educational progress as measured by rate of improvement?
What are the instructional needs of the student?
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Discrepancy from peer and/or standard
Determined through the use of student progress monitoring data comparedBenchmark peer performanceAnd/OrStandards-based data
Is the student’s performs significantly below grade level peers, on:State assessmentsLocal grade level norms from universal
screeningIf we can answer YES, we can evaluate rate of
progress.
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Student’s Rate of Educational Progress?
How well have the interventions worked?Did they work at all?
If there is no evidence of treatment effect We have failed.Back up and try again.
If there was a treatment effect, we can evaluate the observed effect.
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Evaluating an EffectGiven a treatment effect
Is the current treatment effect enough?Enough to meet the standard in an
appropriate time frame.
and If effective enough, what intensity is required?Intensity consistent with Gen. Ed. or
Special Ed.
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In other words…If student performance is discrepant from
peersWill the student approach peer performance in an appropriate time frame?
Is the intensity such that it can continue without supplementary aids and services via special education resources?
If the answer to either one of these questions is NO then the rate of learning is a problem.
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Other Important Data when Evaluating Rate of GrowthWhen evaluating growth other
sources of data must be evaluatedIs progress monitoring data directly linked to the area of deficit?
Is progress monitoring data collected multiple times over the course of the intervention?
Were the interventions scientifically- or evidence-based?
Were the interventions of sufficient intensity?
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Other Important Data when Evaluating Rate of GrowthWere the interventions delivered with integrity?
Were the interventions implemented for a sufficient time period to allow for changes in performance?
Were appropriate modifications made in response to growth or the lack of growth?
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Instructional NeedsAre curriculum, instruction, and/or
environmental conditions very different compared to other students in gen. ed. environment?
To answer this we must be able to describe characteristics of the effective instructionIntensity of instruction (e.g., amount and rate of
practice and feedback, how explicit the instruction is)Time delivered (e.g., amount of time weekly the
intervention is delivered)Size of group (e.g., individualized or small group)
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Decisions of Eligibility are Likely When…The data demonstrates
A discrepancyPerformance significantly below the performance of
peers or expected standardsDeficient rate of learning
Under intervention conditions based on appropriate progress monitoring data
Curriculum, instruction, and/or environmental needs Significantly different than peersRequiring intervention intensities that exceed
general education resources
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In the endRtI decision making is a form of data based
decision makingIn order to accomplish this we must have
good data and we must use it when making decisions
If we are having difficulty making decisions…get more data!!
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Linking RtI data at lower tiers to the eligibility process
(REDS and MEEGS)
Using RtI Data on State Forms
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Its not just a good idea it’s the lawIDEA Regulations
To ensure that underachievement in a child suspected of having a SLD is not due to lack of appropriate instruction in reading or math,…Data that demonstrate that prior to, or as a part of,
the referral process, the child was provided scientifically based instruction/intervention in regular education settings, delivered by qualified personnel; and
Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child's parents
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What does this really mean?Before you can consider the possible
presence of SLD, you must have documented your efforts to provide appropriate instructionHow is this accomplished
Provide differentiated instruction based on students individual needs, (pre-referral intervention and Intervention Based Assessment)
You will also have to measure performance under these intervention conditions in order to document repeated assessments of achievement at reasonable/regular intervals
This information will have to be available to the student’s parents
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Target BehaviorSpecific academic skill in need of remediation
Must be an objective and measurable description of the skill in need of remediationMath calculationReading ComprehensionSpelling accuracy
Cannot be vague problem areasProblem solvingReading Comprehension
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GoalA goal for the target behavior must be set.
This allows for a comparison of performance to the goal.
The goal should be Consistent with the target behavior identifiedAppropriate and Achievable
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Interventions AttemptedWhat specific interventions have been
implemented?The interventions must
Be scientific/researched basedBe appropriate for the target behaviorNot be accommodations, activities, or programsDescribed in sufficient detail or referenced
appropriately
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Frequency and Duration of intervention deliveryFrequency - how often was the intervention
delivered?Duration - how long did it last?
This assist in determining if the intervention was sufficient to produce the necessary change
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Treatment integrity or fidelity Degree to which the intervention has been
implemented as intendedUsually based on percent if the total
required.Days implemented/days planned for implementation
* 100Ensures that the intervention had a chance
to workLess than 80% integrity is considered poor
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Type of measureWhat was used to progress monitor?
Must be matched to the target behavior, the goal and the intervention.
Should be a technically adequate progress monitor measure
Should be collected multiple times across time
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Was goal accomplished?Simply a yes or a no relative to the goal
established aboveRecommended action
What decision was made regarding the student and this particular problem area as a result of the outcome achieved?
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Differentiated Instructional Strategies attempted (Tier 1)What was your intervention in tier 1
Include Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 1 efforts
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Interventions at tier 2What was your intervention in tier 2
Include Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 2 efforts
This intervention should be obviously more intense than tier 1.
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Summary of behaviorsAre there any behaviors that the child is
engaging in that may account for an identified deficit in academic functioning?
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What academic area(s) are deficit?This should be aligned to at least one area
the targeted concern identified earlier
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Rule outs for other reasons for the academic deficit.
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If using RtI what data was collected that contributed to any decisions made?Screening dataProgress monitoring data
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Parental notification of right to an evaluation.Effective strategies at tier 3
What was your intervention in tier 3Include
Target behaviorGoals Instructional strategiesProgress monitoring measuresOutcomeDecisions made as a result of tier 3 efforts
This intervention should be obviously more intense than tier 2.
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Contact info:Gary Duhon, PhD
Thanks for Listening.Questions?