reschly rti1 rti in behavior and emotional regulation across general, remedial, and special...
TRANSCRIPT
Reschly RTI 1
RTI in Behavior and Emotional Regulation Across General, Remedial, and Special Education
Daniel J. Reschly
615-708-7910
Delaware Department of Education
May 8, 2007
Reschly RTI 2
Six “Chapters” in this Presentation Overview of RTI in academics and behavior including
multi-tiered systems in both Tier I Behavior: General Education: All Students:
Positive Behavior Supports and Classroom Organization and Management
Tier II Behavior: Intensive individualized problem solving through stages, graphing, etc., evaluation of success, need for sustained interventions
Special education eligibility determination Special education programming
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What To Do With Egbert?? 1st Grade, falling behind in reading Slow progress compared to peers Likely to miss benchmarks related to passing 3rd Grade
reading test Distractible, inattentive, disruptive, non-compliant,
aggressive Sound Familiar WHAT HAPPENS NEXT? Driven by Federal Legislation Consider NCLB and IDEIA
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What To Do With Egbert?? 9th Grade, failing 3 of 5 classes at first 9 weeks Attendance is declining Homework non completion Poor performance on weekly or unit tests Defiant, distractible, inattentive, disruptive, non-
compliant Sound Familiar WHAT HAPPENS NEXT? Driven by Federal Legislation Consider NCLB and IDEIA
5
PROBLEM SOLVING CHART
Does the *%$# thingwork?
Don’t mess with it! You Idiot! Did you mess with it?
Does anyone
else know?
Will you catch hell?
Hide it!
You poor slob! Ignore it
Can you blame somebody else?
NO PROBLEM
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
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What Is Response to Intervention (RTI)?
Scientifically-based instruction/interventions matched to student needs
Formative evaluation including frequent progress monitoring in relation to benchmarks, with decision rules applied
Decisions driven by student RTI, including gen’l ed instruction/intervention, remedial services/individual interventions, sp ed eligibility, placement, annual review and exit
Implementation requires: Allocating (aligning) resources to deliver effective interventions that produce improved child outcomes
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RTI Model Differences Restricted vs Comprehensive System Wide LD Identification
Do Tiers I and II, then traditional evaluation Or Use RTI in eligibility determination and in the design,
implementation, and evaluation of IEPs Academic only or Academic and Behavior False dichotomies: Standard Protocol vs Problem
Solving vs Recognition of Both Choices determined by nature of problem Use of both in many situations
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RESPONSE TO InterventionPOLICY CONSIDERATIONSAND IMPLEMENTATION
Order at:www.nasdse.org
Cost: $15 with discounts for large orders
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Purpose of the RTI Process Improve results in academic, behavioral, and emotional
regulation domains, through High quality interventions Formative evaluation
Student results drive decisions about needs and intensity of interventions
Improve, eliminate disproportionate representation Identification of disabilities through procedures that are
valid and connected to effective special ed interventions Improve special education results and increase exit from
sp ed Prevention and early identification-intervention
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Special Education Placement Effects: High Incidence Disabilities
Treatment/Intervention aEffect Size
EMR/Special Classes (IQ 60-75) -.14
Special Classes (IQ 75-90) -.34
Resource for SLD and E/BD +.29
Traditional Placement Practices Have Weak Relationships to Outcomes
Special Education as a Solution?
Note: Effect size is expressed in SD units, analogous to a z-score
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Meaningfulness of Special Education High Incidence Categories
(www.ideadata.org) Table 1-13, retrieved 1-16-07
Category Prevalence Range Factor of Notes MR: 0.4% (NJ) to 3.0% (WV) 7Xs (9 at 0.4) ED: 0.2% (AR) to 2.4% (DC) 12Xs (VT=2.0) LD: 2.2% (KY) to 7.7% (OK) 3Xs Sp/L: 0.5% (HI) to 4.3% (WV) 8Xs OHI: 0.5% (CA) to 2.4% (RI) 5Xs All: 8.9% (CO) to 15.9% (RI) 1.8XsNotes: Child disability count as a percentage of the 6-17
population.
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Some things do not make sense
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Progression of Research, Policy, and Legal Requirements
RESEARCH: Scientific research with practice demonstrations leading to
POLICY: Multiple policy analyses in presented in prestigious reports leading to
FEDERAL LAW: Multiple layers of Federal legal requirements leading to
STATE LAW: Changes in state rules leading to SCALING UP: Scaling up efforts in states
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What Works? See Kavale (2005), Learning Disabilities, 13, 127-138 and other sources
Treatment Effect Size Applied Behavior Analysis. + 1.00 CBM+Graphing+Formative
Evaluation + reinforcement + 1.00 Explicit Instruction and Problem
Solving + .70 to 1.50 Comprehension Strategies +1.00 Math Interventions +.60 to 1.10 Writing Interventions +.50 to .85
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Behavior Interventions Effect Sizes
Treatment Effect Size Applied Behavior Analysis. + 1.00 Beh. Assessment+Graphing+Formative
Evaluation + reinforcement + 1.00 Reinforcement +.7 to 1.50 DRO +1.00 Group Contingencies +.1.00 Reinforcement + Response Cost +1.00
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Prevention-Early Intervention: Legal Requirements
LEA can use 15% of federal IDEA funds to support prevention and early identification-treatment
Purpose: minimize over-identification and unnecessary sp ed referrals
Provide academic and behavioral supports; and professional development re: early literacy and behavior
MUST use the 15% if LEA has “significant disproportionality
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Academic Systems Behavioral Systems
5-10% 5-10%
10-15%
10-15%
Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Intervention
Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Interventions
Targeted Group Interventions•Some students (at-risk)•Standard protocol readinginterventions
Targeted Small Group or Individual Interventions•Some students (at-risk)•Targeted Individual Behavior •Interventions
80-85% 80-85%Universal Interventions•Effective Academic In-struction
Universal Interventions•School-wide positive Behavior•Effective classroom and Behavior management
Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation (Sugai, Horner, & Gresham, 2002)
Enter a School-Wide Systems for Student Success
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Multi-Tiered Academic Interventions of Increasing Intensity and Measurement Precision
Tier I: General Education: All students; Effective instruction, 80-85% at benchmarks
Tier II: Standard Protocol and Problem Solving: (about 10 to 20 weeks) Small group and individualized interventions
Decision Making: Continue Program, Modifications, Comprehensive Evaluation??
Tier III: More Intensive, Sustained Instruction in General and/or Special education
Key Mechanism: Formative Evaluation
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Multi-Tiered Behavior Interventions of Increasing Intensity and Measurement Precision
Level I: General Education : School wide positive discipline and effective classroom organization and management
Level II: Individualized Problem Solving re: Behavior: Targeted individual interventions in general education
Decision Making? Continue Program, Modifications, Comprehensive Evaluation
Level III: More Intensive, Sustained Instruction in General or Special education
Key Mechanism: Formative Evaluation
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Formative Evaluation Frequent assessment of progress Referenced to goals based on benchmarks
toward passing state tests Decision rules regarding modification of
goals or instructional programs All decisions about student needs and
instructional intensity are based on child RTI
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Characteristics of Effective Formative Evaluation Measures
Direct measures of skills Natural settings Efficient re: costs and time required Sensitive to small increments of growth in relevant
skills Results can be graphed in relation to goals Reliable in terms of stability Valid re: relationship to broad indicators of
competence Example: Behavior Assessment and CBM oral
reading fluency and reading comprehension
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Chapter 1 Conclusions
Strong support for RTI-note key components Policy and legal requirements support RTI in
academics and behavior Prevention, early identification-early treatment
emphasis Ensure special education is last rather than first
resort Progress monitoring and formative evaluation
principles: Change it if not working
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Tier I: General Education, Universal Stage, Primary Prevention
Academics and Behavior Scientifically-based Explicit instruction in academics and behavior Systematic intervention Inter-related, reciprocal relationships, mutually
supported Discuss separately here, but acknowledge the
essential inter-relationship of academics and behavior
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Tier I: General Education
Universal screening of all students in early grades
Positive Behavior Supports Effective classroom organization and
behavior management Teacher support teams
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Teacher Preparation in Classroom Behavior Management
Interview faculty: “Yes, we cover it!” Interview new teachers: “No, I was not prepared.” Current study of IHEs preparation in classroom
behavioral management Most do not prepare teachers in the area Preparation is not thorough or at the right time Mentoring, assistance in classroom management is
effective
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Behavioral Assessment and CBM Measures Focused on determination of change Formative evaluation critical Tied to effective practices and better
outcomes Applications in general, remedial, and special
education Identification of disabilities-integrates
identification with treatment
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Why Behavior Assessment (including CBM)
Determine current levels in academics and behavior; degree of need
Monitor progress, assess change Foundation for formative evaluation-
improving interventions Determine success of interventions Decisions based in child response to
interventions
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Tier I: Screening for Behavior Problems
Early indications of later serious behavior problems appear by age 3-5
Early identification-treatment more effective than later interventions, especially with aggression
Behavior referrals often occur too late for maximum effect of interventions
Identification as ED and Sp Ed placement most often occur at age 10, 11, or older when interventions are less effective and more resistant
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Tier I Assessment of Behavior
Focus on classroom and individuals Screen all children for behavior
Aggressive behaviors-identify and treat at young ages Treat through age 8; Manage after age 8 Early intervention much more effective than later
Social isolation Bullying Classroom related social skills (or academic enablers
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Multiple Gating Procedures (Walker & Severson, 1995) Sopris West
Teacher Ranking of Children ( 3 highest ranked) on Externalizing and Internalizing Behaviors
Teacher Rating (Exceeds Norms)
Direct Observations and Parental Questionnaire
Focused Interventions
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Behavioral Earthquakes
Critical Behavioral Events High impact-great intensity-low frequency
behaviors: Behavioral Earthquakes Fire setting, cruelty, extreme aggressiveness,
suicide threats/attempts, physical confrontation, use of weapons, etc.
Should provoke immediate referral School Archival Records Search (SARS)-Sopris
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Tier I Prevention School-wide Positive Behavior Supports
National Technical Assistance Center at www.pbis.org
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
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PBS Strategies
Continuum of behavioral support Prevention through common set of behavioral
expectations, taught to all students in system, reinforced by all adults and students
Applied through multiple tiers Focus on problematic areas, hallways,
cafeteria, assemblies, etc. Must include individual and group
interventions as well
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PBIS Messages1. Successful Individual student behavior
support is linked to host environments or schools that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)
2. Learning & teaching environments must be redesigned to increase the likelihood of behavior intervention plan success
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School-wide Support
procedures and processes intended for all students, staff, and settings
must have a building-wide team that oversees all development, implementation, modification, and evaluation activities
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Characteristics of Support1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
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Tier I: Classroom Organization and Behavior Management
Classrooms vary significantly in organization and management
Influences engaged time and academic productivity Influences incidence of behavior problems Discipline issues: major cause for teacher attrition Most new teachers to not believe they are adequately
prepared, especially for classrooms with culturally diverse, economically disadvantaged students
Teacher preparation vs teacher needs
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Principles of Strong Classroom Organization and Management: Engaging Instruction
First and most important principle Use a variety of instructional methods Direct instruction, teacher led, frequent responding,
frequent feedback Program high rate of success Teaching at child’s/student’s instructional level
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Principles of Strong Classroom Organization and Management: Structuring the Environment
Clearly communicating expectations for each activity (red, yellow, green sign procedure)
Manage instructional time (large group, small group, individual assistance) efficiently
Transitioning from activity to activity (major issue), particularly for boys and distractible kids
Communicate expectations at beginning of class
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Principles cont.: Monitoring Behavior and Academic Engagement
Scanning and moving around the room in unpredictable patterns
Close proximity to students off task, nonverbal Praise and reprimands: Quiet, specific, directed to person ≥ 80% should be actively engaged React quickly to off task behavior
Active engagement incompatible with disruptive behavior (DRI)
High rates of response Praise/encouragement of appropriate behavior
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Principles cont: Classroom Rules and Behavioral Routines
Establish and teach behavioral rules and routines Teach in first two weeks of school State in terms of positive behavior Link to school wide expectations (e.g., same language) Teach explicitly, Provide examples and non-examples,
reinforce compliance “Be respectful” (raise hand, listen to others, kind to
others, wait turn, how to seek help, etc.) Routines (bathroom, transitions between activities,
turning in homework, large group, small group, free time)
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Principles cont.: Encourage and Reinforce Appropriate Behavior
Focus on maintaining and increasing appropriate behaviors, academic and social
Identify what children are supposed to do, what they can do, not just what they cannot do
Ratio of positive to negative comments Misbehavior is a behavioral error, re-teach and
reinforce appropriate behavior
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Principles cont.: Behavior Reduction Strategies
Responding to misbehavior Continuum of consequences established Consider misbehavior as a behavioral error: Treat
like an academic skills error Re-teach appropriate behavior Respond consistently and efficiently Observe the effects of behavior reduction strategy
Punishment??? Behavior increases?? Respond early: avoid escalation, prolonged existence
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Behavior Reduction Strategies, cont.
Stimulus control (cues, directions) Differential reinforcement (DRI or DRO) Response cost Group contingencies (e.g., Good Behavior Game) Self-monitoring, self management Extinction (ignore behavior, reinforce incompatible
behavior, prepare for response burst) Punishment
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Effects of Temper Tantrums: Negative Reinforcement Trap
Teacher presents task Student refuses, teacher persists, student has temper
tantrum, teacher gives in Function of temper tantrum? Escape task demands Teacher giving in removes negative stimulus and
thereby reinforces escape behavior Soooo, some brilliant psychologists says, “Ignore the
behavior.” Will that work? Eventually, yes, but slow and problematic
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0
2
4
6
8
10
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1 3 5 7 9 11 13 15 17 19 21 23 25
Series1
Temper Tantrums per Day
Number
Days
Initiate Extinction Procedure
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Temper Tantrums DRO + Extinction
0
2
4
68
10
12
14
1 3 5 7 9 11 13 15 17 19 21 23 25
Days
Num
ber
Series1
Initiate Extinction Procedure DRO Added
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Effects of Extinction (Ignoring Previously Reinforced Behavior)
Some behaviors cannot and should not be ignored Initial effect may be a response burst (higher and
more intense expressions of behavior) Combine extinction with other strategies such as
DRO and DRI Extinction alone often works slowly Avoid intermittent reinforcement with extinction Add response cost and reinforcement for appropriate
behavior
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Tier I: Importance of Classroom Organization and Behavior Management
Kellam, Baltimore Schools Students randomly assigned to 1st grade teachers,
then classroom was the unit of analysis Classrooms observed during first 9 wks., high rates
of disruptive behavior and aggression, large differences across classrooms
Classrooms randomly assigned to, Experimental condition: Good Behavior Game (Barrish,
et al, 1969; Sulzer-Azaroff & Mayer, 1991) vs. Control condition of in-service on general curriculum
issues
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Kellam Research: Classroom Organization and Management
Good Behavior Game (Barrish, et al., 1969) Group contingency Two groups formed into teams Define rules and positive behaviors Teams compete for positive consequences Team with highest rate of appropriate behaviors earn
“rewards” Lining up first, Help teacher pick-up classroom,
free time, etc.
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Kellam Research: Effects of Good Behavior Game Were Statistically Significant
Aggression and disruptive behavior continued in control classrooms
Marked reduction in experimental condition Experimental classrooms had higher academic
productivity and achievement Aggressive students in both conditions followed
through 6th grade and first grade classroom effects persisted
First grade experience sets academic and behavioral trajectory
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0102030405060708090
Base
line
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Goo
d Be
h 1
GB
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Exp Agg
Exp On task
Exp Work
Con Agg
Con On Task
Con Work
Baseline
Good Behavior Game
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Tier I: Implications of Behavior
Classroom organization and behavior management are crucial to student success “Teacher’s skills at classroom management were then
critical to children’s socialization, particularly in the face of family poverty.” (Kellam, et al., 1998a, p. 182)
“Teacher training typically does not provide effective methods and experience in classroom behavior management.” (Kellam, et al., 1998, p. 182).
Relatively simple, cost effective interventions can produce large and persistent effects
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Principles: Secondary Level (Sprick, R.S. (2006). Discipline in the secondary classroom. San Francisco:
Jossey-Bass.) (800-956-7739) Selected chapter titles
Basic behavioral strategies, Key concepts Instructional design and evaluation systems Prepare for routines and procedures Expectations: Teach students to be successful Rules and consequences, responding to misbehavior Motivation: Enhancing desire to succeed Proactive planning for misbehavior
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Teacher Support Teams For students who need additional support and
intervention (1% to 5% of students) Classroom based, teacher and/or team develops One or two session problem solving Minimal data requirements Attempts over 3-4 weeks Produce changes, then must sustain Apply basic problem solving procedures
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• 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?
Basic Problem Solving (Teachers and School Teams) (Heartland Area Education Agency, Johnston, IA)
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Tier I: Teacher Support Team Analysis What is student doing and why is it a problem When is student successful and less likely to
misbehave? When is student less successful and more likely to
misbehave Why does behavior occur, what is student getting
from the behavior What other factors contribute to the behavior Consider attention, escape, etc.
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Resources for Tier I
Behavior strategies: www.interventioncentral.org Positive Behavior Supports www.pbis.org Challenging behavior with young children http://
challengingbehavior.fmhi.usf.edu/ K-6 prevention curriculum re aggression, acting out
http://www.modelprograms.samhsa.gov/pdfs/FactSheets/PATHS.pdf
Classroom management http://www.cde.ca.gov/ls/ss/se/classroommgmt.asp
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Resources for Tier I, continued
Classroom Structure See Paine, S.C., Radicci, J., Rosellini, L.C., Deutchman, L. & Darch, C.B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. (for beginning tchrs)
Monitoring student behavior http://www.safeandcivilschools.com/news001.php
Student engagement and motivation
http://www.internationalsped.com/documents/C1%20Blackwell.doc
http://www.nwrel.org/request/oct00/textonly.html
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Resources cont. http://www.safeandcivilschools.com/tips004.php Classroom rules and routines
http://www.safeandcivilschools.com/news009.php http://www.education.ky.gov/KDE/Instructional+Resources/Career+and+Technical+Education/Establishing+Classroom+Rules.htm
Positive reinforcement http://www.education.umn.edu/ceed/projects/preschoolbehavior/tipsheets/posrein.htm http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf
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Resources cont. Defining consequences
http://www.aft.org/teachers/downloads/consequencesworksheet.pdf
Time out (extinction) http://www.jimwrightonline.com/pdfdocs/timeout1.pdf
Good Behavior Game http://www.interventioncentral.com/htmdocs/interventions/classroom/gbg.php http://www.excelgov.org/admin/FormManager/filesuploading/GBGManual.pdf
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Summary of Tier I Universal level, all students Program for highly effective academics AND
behavior Greater intensity and increased measurement
precision for students below benchmark trajectories and expectations in behavior and academics
Behavior in classrooms can markedly affect academic outcomes and vice versa
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Moving from Tier I to Tier II in Behavior
Good behavior management Observation confirms critical elements in place 80+% are on task in structured situations Clear differences between target child and other
students confirmed by observations Teacher has used appropriate individually
focused interventions Progress and level of behavior are not sufficient
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Tier II Behavior: Targeted Individual Behavior Interventions in General Education
Targeted individual interventions in classrooms and in standard protocol academic settings Application of problem solving steps and criteria Behavior problem solving High success rates if implemented Improved behavior often is crucial to persistence
of academic interventions effects over time and generalization to classroom settings
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Tier II Behavior Problem Solving
Multi-stage process, with decisions driven by data. Interview outlines markedly assist in this process Prompts for covering essential information “Natural” conversational methods to define problems,
gather a record, design interventions, implement interventions, and evaluate outcomes
Establishes basis for more intense interventions if needed
Source: Bergan, J. R., (1977). Behavior consultation. Columbus, OH: Charles E. Merrill.
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Tier II Behavior Stages of Problem Solving (Targeted Individual Behavioral Interventions)
4 Stages with multiple goals in each Accomplish goals in the 4 stages produces .80
probability of success Continuing education and interview protocols
are sufficient plus Knowledge of behavior change principles and
powerful instructional interventions
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Problem IdentificationDefine Target Data Collection Tentative GoalBehavior
Problem AnalysisData Goals Evidence-Based Intervention
Intervention Plan
Intervention Implementation Graph/ Fidelity Progress Decision Goals Checks Monitoring Rules
EvaluationData Goal Decisions
Attainment
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Tier II Behavior Overview of Problem Solving
Self-correcting methodology Varies in intensity Fundamental steps of define, measure, intervene,
and evaluate Applicable to general education interventions
and to special education programs Note overlap with positive behavior supports
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Tier II Behavior: Stage I: Problem Definition and Measurement-Goals
Identify problem in observable, behavioral terms
Identify the setting, expectations, and estimate the frequency of the behavior,
Develop a realistic, applicable measure of the behavior that can be applied in the classroom/school
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Tier II Behavior Problem Problem Definition and Measurement-Goals continued
Determine tentative goal for change Collect data Establish timeline for interventions, progress
monitoring checks, consideration of intervention changes, etc
Detect irrational ideas (rare occurrence)
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Tier II Behavior Problem Identification Interview Outline
Behavior (see interview protocol) Questions: Describe behavior Questions: Ask for examples Questions: Where, When, What doing,
Expectations Summarize, confirm or revise
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Problem Identification Interview Outline cont.
Conditions around behavior Questions: Prior learning and setting events Questions: Setting conditions Questions: Consequences/effects of behavior Summarize conditions around the behavior
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Problem Identification Interview cont.
Tentative Goals and Assets Questions: Estimate current status Questions: Estimate goal Questions: Assets question Questions: Current approaches to teaching or
behavior management Summarize and confirm
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Problem Identification Interview cont.
Assessment Questions about record of behavior Questions: Kind of measure consideration (see later) Summarize and confirm
Wrap Up: Written summary Behavior Assessment procedures Assessment materials, requirements Time/Date for next appointment
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Selection and Definition of Problem Behaviors
Significant influence on data collection Considerations
Physical danger to student and others Importance to development and later opportunities Relationship to other behaviors Social validation-importance Negative consequences of existing behavior
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Collateral Effects
Change behaviors that likely have positive effects on other behaviors Academic productivity on disruptive behavior On-task behavior on disruptive behavior and
academic success
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Positive vs Negative Target Behaviors
Acceleration vs deceleration targets Stopping, discontinuing behavior does not teach or
improve skills Acceleration targets—skill building More interventions for increasing than decreasing
behaviors Nature of interventions to decrease behaviors Accelerate, if possible, positive incompatible
behaviors
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Nature of the Problem Definition
Dn must be objective meaning that it is observable, Define behaviors for unobservable targets such as self-
concept Must be identified by tangible characteristics
Dn must be clear so that other persons can apply it and accurately report it, that is inter-judge agreement
Complete so that occurrence and non-occurrence are readily apparent
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Operational Definitions Exercise 1 Develop a specific, behavioral DN of the
following: “Jeff is always messing around in study hall.
He never works like he is supposed to” Operational DN
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Operational Definitions Exercise 2 Develop a specific, behavioral DN of the
following: “Danny misses many classes, is often tardy,
does not complete work, and is failing tests.” Operational DN
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Problem Solving Practice
Group activity: Implement a problem solving protocol to accomplish the goals regarding one of the problems in the prior slides
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What to do with Egbert?
Parent Involvement Inform Describe subsequent steps and procedures Invite participation Involve parent, at their discretion, in problem
solving Schedule meeting
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Egbert: Problem Solving: Problem Statement in Behavior
Egbert is off task (how much?) Egbert initiates disruptive behavior that violates
classroom rules (how often compared to peers?) Egbert does not complete classroom work Poor reading skills compared to peers and
benchmarks (academics and behavior) Non-compliant behavior—does not follow
directions and direct requests, i.e., when asked, Egbert ignores requests
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Definition and Measurement: Kinds of Measures Accurate quantification of difference between
current and desired levels, Direct, Match setting and domain, Frequent and repeated measurement Efficient Sensitive to growth in academic and/or behavioral
skills Related to important general outcomes Results can be graphed
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Why Data Collection?? Validate the existence of the problem
Nature Severity
Develop a realistic perspective (move away from always or never)
Determine degree of difference with expectations Assess progress and apply changes during the
intervention Assess effectiveness of the intervention Prompt focus on ABCs of behavior
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Data Collection Principles
Maximize simplicity and minimize intrusiveness Match to frequency and severity of the problem Increase complexity as needed
Severity of the problem Degree of student limitations Available resources
Sufficient data to estimate strength and evaluate success Teacher or parent involvement with design Provision of materials, prompts, props
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Data Collection: Permanent Product
Naturally occurring permanent products Attendance, work completion, percent correct, grades, Usually most convenient and least intrusive Fosters maintenance and generalization Most acceptable to teachers, parents, and others
Often can use a permanent product along with other measures of the behavior
Most positive changes will also have a collateral effect on one or more permanent products
Examples of permanent products???
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Data Collection: Event Recording
Events: ideal for high impact, low frequency events. Examples: Encopresis, swearing, temper
tantrums, non-compliance Simple recording on counter, 3x5 card Cannot use if frequency is high, too much
recording and too little teaching
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Interval Recording
Time period specified (10 seconds, 30 minutes) Record behavior if it occurs at any time during
the interval Requires timing device and observer Intrusive for teachers, especially if intervals are
short and/or the behavior occurs frequently Normative comparisons
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Time Sampling Record behavior only if it occurs at the end of the
interval Example, 10 seconds, 2 minutes, 5 minutes, observe
at end of interval, behavior recorded if it is occurring at the end of the interval
Also intrusive on teacher time, especially if intervals are short
Requires timing device and observer Normative comparisons
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Latency
Time elapsed between request or other cue/prompt and the initiation or onset of the behavior.
“Get ready!” Response “I am” BUT NO MOVEMENT
Time required for child to comply to teacher or child response
Intrusive, requires timing device Not applicable to many problems
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Duration
Time associated with a behavior or event----length of the behavior
Appropriate for some behaviors such as length of temper tantrums, teen-ager whining, length of phone calls
Requires timing and vigilance regarding beginning and end
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Data Collection Decisions
A 4th grade teacher asks you to observe in a classroom. The teachers describes a girl, Nancy, as wandering around the room, asking the teacher for an excessive amount of help, and as completing few seatwork assignments
What 2 behaviors would you record and why?
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Data Collection Decisions
A 10th grade teacher complains, “Danny misses many classes, is often tardy, does not complete work, and is failing tests.”
What 2 behaviors and why?
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Methods to Collect Information
R Review records I Interview significant others O Observe in relevant situations T Test, Structured rating scales See application later
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Behavior and Academic Skills Measures
Kind of measure continued Reliable Results can be graphed Sensitive to changes in skills Feasible for use by teachers or paraprofessionals
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Behavior and Academic Skills Measures Why are standardized achievement tests
inappropriate for progress monitoring Weak sensitivity to gains in skills Do not cover important areas of educational
performance Cannot be repeated frequently, administered
frequently Cannot be graphed to evaluate an intervention that is
a few weeks or a couple of months in duration
Reschly RTI 98
Behavior and Academic Skills Measures
Why is graphing important? Ensures that data will be considered Often easily to interpret Tangible reflection of program effects Provides the basis for changing programs if
results miss goals Graphing + program changes produces best
effects; + reinforcement=1.0 SD effect size
Reschly RTI 99
Behavior Observation Scheme
Review PABIS Protocol Momentary Time Sampling (15 sec intervals) Record behaviors
Attending Inappropriate location Noisy Physically negative ?? Additional behaviors as defined with teacher
Reschly RTI 100
PABIS Observation Schedule
Peer Referenced Behavior Observation Target peer, every other interval Same sex peers, every other interval Observe multiple peers Compare target to peers
Overall class scores low on attending and high on behaviors: implications
Is Target significantly different from peers
Reschly RTI 101
Setting/Behavior
Attending Noisy PhysicallyNegative
InapproLocale
Gen EdClassroom
P=82%Eg=35%
P=5%Eg=10%
P=5%Eg=25%
P=10%Eg=25
%
Tutoring P=91%Eg=60%
P=5%Eg=20%
P=0%Eg=5%
P=0%Eg=5%
Peer Referenced Behavior Observation:Momentary Time Sampling 15 second intervals:
Egbert vs Peers
Reschly RTI 102
Systematic Data Collection Results Work completion-Gen Ed Classroom
Egbert=40%; Peers=90% Work completion-Tutoring
Egbert=60%; Peers=95% Non-Compliance (event recording)
General classroom=5 per day Tutoring=2 per day Parents=5 per day
Reschly RTI 103
Egbert: PS Discrepancies and Goals Educationally Relevant Discrepancies?
Reading-ORF and Decoding Classroom and Tutoring, interfering behaviors Non-compliance-observed in general classroom,
tutoring, and home Is There Justification for Intense
Interventions?
Reschly RTI 104
Stage II Analysis of Problem and Intervention Development
Goals Determine goal for change in educational
performance, including academic skills or behavior Analyze the conditions related to the behavior Skills vs. Performance Problem, or both Develop an instructional or behavioral intervention
to address the behavior Determine the requirements for the intervention
Reschly RTI 105
Nature of Problem: Skills, Performance or Both?
Skills problems, cannot do Never observed to do the behavior Lacks prerequisite skills Motivation seems strong, is trying
Must teach behaviors Modeling Teacher and student(s) perform behavior Student performs with feedback Student prompted and reinforced in natural environment
Reschly RTI 106
Nature of Problem: Skills, Performance or Both?
Performance problems can do but won’t or does not Variable performance levels, does sometimes Clearly knows the behavior Motivation seems low
Consequences (reinforcement, response cost) Enhance reinforcement for appropriate beh Eliminate reinforcement for non-compliance Ehance cues that prompt appropriate behavior
Reschly RTI 107
Nature of Problem: Skills, Performance or Both?
Emotional Regulation Problems Often accompanied by strong emotions Triggers Full behavioral sequence occurs once triggered
Instruction and Performance Awareness of triggers Skill alternatives, alternative methods to cope Modeling, self-modeling, practice alternatives Cognitive behavioral counseling
Reschly RTI 108
Problem Analysis Interview and Goals
Confirm problem and set goal(s) Questions: Analyze data with a graph or table Questions: Goals for change based on peer,
developmental norms, setting requirements Questions: Realistic but challenging goals
Effects of ambitious goals
Summary statement and confirmation
Reschly RTI 109
Problem Analysis Interview and Goals
Analysis of Conditions Questions: Setting, notice anything? Questions: Setting, what is being done?
Teaching? Questions: Consequences, what happened? Questions: Skills vs Performance Problems
Can do but won’t do Cannot do
Summary and confirmation
Reschly RTI 110
Problem Analysis Interview and Goals
Intervention development Questions: Intervention strategy (principle on
which intervention is developed) Questions: Intervention tactics (how intervention
is implemented in a real setting Questions: Practical matters about the
intervention Summarize and confirm
Reschly RTI 111
Problem Analysis Interview and Goals
Plan implementation and support Questions: Practical requirements Questions: Procedural matters Questions: Continued data collection (graph,
support) Questions: Fidelity of intervention
implementation Follow-up arrangements and trouble shooting
(phone, e-mail)
Reschly RTI 112
Problem Analysis Interview and Goals
Group activity: Implement a problem solving protocol to accomplish the goals regarding problem analysis and intervention. (see interview schedule)
Reschly RTI 113
Problem Analysis Interview and Goals
Activity: Three per group Initial concerns “Danny misses many classes, is often tardy, does not
complete work, and is failing tests.”
Reschly RTI 114
Problem Analysis Interview and Goals
Activity: Three per group Change Roles
One asks questions and summarizes information One responds One observes, records accomplishment of goals
Reschly RTI 115
Functional Analysis of Behaviors Strategies (DuPaul, G. J., et al. (1997) Interventions for students with Attention-Deficit Hyperactivity Disorder: One size does not fit all. School Psychology Review, 26, 369-381.) Interviewing significant participants
Descriptive information, define behaviors, tentative goals
Use parents or teacher’s problem descriptions Behavioral consultation interview protocols Generally effective with most classroom-based
disruptive behaviors Less effective with high impact-low intensive
behaviors Less effective with severe behavior problems, e.g.,
self-injurious behaviors
Reschly RTI 116
Functional Analysis of Behaviors (DuPaul et al.
Descriptive Analysis Systematic classroom observation (or other
situation) Develop hypotheses about function of behavior Identify variables that seem to occasion and
maintain behaviors: Identify antecedent, situational, and consequences of behavior
Hypothesis: Student appears to be off task when task demands are more challenging
Reschly RTI 117
Functional Analysis of Behaviors (DuPaul et al.
Experimental Analysis of Behavior Validate hypotheses Systematically change environment and observe
effects Common functions of behaviors: Avoid, Escape,
Reschly RTI 118
Egbert Problem Analysis IF-THEN Statements
If this is done, then Egbert will ______. If these conditions are established, then Egbert will
________________. Intervene with each educationally significant
discrepancy Implement powerful intervention principles from the
instructional design and behavior change literatures
Reschly RTI 119
Egbert: Problem Solving Problem Analysis
Interpretation: Egbert exhibits Skills deficits (poor reading fluency, poor
decoding) and Performance problems (inattentive, disruptive
classroom behavior, non-compliance at school and home).
Emotional regulation is adequate
Reschly RTI 120
Egbert: Problem Solving Intervention Goals
Inattentiveness, physically negative, inappropriate locale, and noisy will improve by 5% per week until peer averages are attained.
Non-compliance at school and home will be reduced to no more than 1 per day
Reschly RTI 121
Egbert Problem Solving: Intervention Plan Development in Classroom
Explicit expectations for behavior Sign system designed by psychologist and teacher. 3x5 card at desk with symbols for classroom rules
Teacher monitoring with non-verbal cues and appropriately delivered praise and encouragement Teacher awarded points for on task behavior using tick
marks on a 3x5 card Activity reinforcers in school and home used to consequate
improved behavior Premack Principle Applies to all of us Naturally occurring events that we choose versus those which we
avoid or put off
Reschly RTI 122
Egbert Problem Solving: Intervention Plan Development: Non Compliance
Non-compliance defined in school and home Instruction given in appropriate ways to make
requests Specific behavior, not several behaviors Clear message Defined wait time
School-Home Note, daily exchange, Level of compliance defined Consequences at school and home for compliance Choices regarding consequences
Reschly RTI 123
Reschly’s Favorite Principles #1
Positive reinforcement Defined by its effect on behavior Behavior increases? The event following the
behavior is a positive reinforcer Not defined by how it looks or how we judge the
consequence Reinforcers differ by individuals, unpredictable Good guesses, but have to check effects
Reschly RTI 124
0
5
10
15
20
25
30
N Grants
N Funded
Baseline $1000. Incentive
Incentives for College Professors’ Grant Writing
Reschly RTI 125
Reschly’s Favorites Key Principle #2 Contingent Attention, Encouragement, Praise
Specific, name behavior (vs. unconditional general comments), focus on behaviors to be maintained or increased
Positive body language and non-verbals Ratio in classrooms of 4:1 (elsewhere?) Given individually Given to groups Catch students being “good”
Reschly RTI 126
Reschly’s Favorites: Principle #3: Procedures for Corrective Feedback
Effects of loud and soft reprimands in classroom Delivering reprimands
Close proximity Soft voice, devoid of emotion, whisper if possible Name specific behavior to be decreased in matter of fact
tone Name specific appropriate behavior to replace
inappropriate behavior Encourage change of behavior Reinforce behavior change
Reschly RTI 127
Reschly’s Favorites: Principle #4
Premack Principle (Activity Reinforcers) High probability behaviors serve as reinforcers
for low probability behaviors Doing what you need to do can be reinforced by
doing what you like to do Finish work Then Socialize Balance checkbook/pay bills Then TV Complete graph Then surf web
Reschly RTI 128
Reschly’s Favorites: Principle #5
Response Cost (requires reinforcers) Withdrawing or removing reinforcers contingent
on inappropriate behavior Teen-agers
Refuse homework Loss of privileges
Break curfew Grounded Fail classes Loss of automobile
Younger Children Access to TV, Bedtime, etc.
Reschly RTI 129
Curfew Compliance
0204060
80100120
Condition
Perc
ent C
ompl
ianc
e Full
Partial
Total
Goal
Baseline Response Cost
RC RC
Reschly RTI 130
Reschly’s Favorite Principles #6
Modeling Observational learning, vicarious consequences Punishment story Adult models (teacher model appropriate
behaviors) Effects of models Peer models Self-modeling via videotape
Reschly RTI 131
Reschly’s Favorite Principles # 7
Progress monitoring with formative evaluation Large effect size Graphs, time series analysis, decisions rules Implement intervention, change it Applicable to individuals, small groups, classrooms,
schools, school districts, states, ? Nation ?
Reschly RTI 132
Reschly’s Favorite Principles #8
Behavior Contracts, e.g., Home-School Notes Negotiated among all parties Written If-then statements Focus on increasing positive behaviors Consequences at school and home
Most positive reinforcers for middle and high school students are outside of school
Depends of competent parents
Reschly RTI 133
Reschly’s Favorite Principles #9
Self-monitoring, self-regulation Define behaviors Method of recording Consequences related to meeting goals Teaches responsibility Many applications (on task, studying, weight
control) Depends on effective consequences Self-reinforcement
Reschly RTI 134
Reschly’s Favorite Principles #10
Differential reinforcement of OTHER or INCOMPATIBLE Behaviors Reinforce appropriate replacement behaviors Strengthens behavior as well as weakens
inappropriate behavior Teaches appropriate behavior related to
developmental tasks Avoids negative consequences
Reschly RTI 135
Problem Solving Stage III: Intervention Implementation
Assist with intervention Prompts and props-what’s needed Fidelity checks at least weekly Revisions due to practical exigencies Monitor progress frequently (consider the measure,
etc. and graph results) Design and implement changes in the intervention
when goals are not met Provide feedback to teacher or parent
Reschly RTI 136
Graphing
Why is graphing important? Ensures that data will be considered Often easily to interpret Tangible reflection of program effects Provides the basis for changing programs if
results miss goals Graphing + program changes produces best
effects; + reinforcement=1.0 SD effect size
Reschly RTI 137
What is Fidelity (Treatment Integrity)
Degree to which something is implemented as designed, intended, planned: Examples, SLD classification criteria, note options Screening three times per year Delivery of more intense instruction for students not on
course to reach benchmarks Progress monitoring with formative evaluation
All involve multiple components Can they be implemented with good fidelity, and
How
Reschly RTI 138
Factors Related to Integrity
Complexity of treatments Time required to implement treatment Materials and resources required for the treatment Perceived and actual effectiveness of treatment:
Credibility Number of treatment agents Expertise of treatment agents Motivation of treatment agents
Reschly RTI 139
Producing Greater Fidelity
Manualized treatments, e.g., Problem solving protocols or 3-Tier Reading
Sp Ed is form-driven: Use to improve fidelity Components specified, Operations defined Permanent products generated Comparisons of products to components and operations Formative evaluation procedures implemented with
subsequent components, operations, and permanent products specified
Reschly RTI 140
Determining Fidelity
Direct assessment, observation with feedback Noell and Witt data, acceptable to teachers
Indirect assessment, permanent products Work completed, work accuracy
Accomplishment of goals, progress Progress monitoring indicates success
Self-report with a checklist of components
Reschly RTI 141
Stage IV: Evaluation and Decision Making: Goals
Determine success of intervention Analyze trend in results Analyze change from initial levels Analyze changes as a result of changes in the
intervention Determine sustainability of change Determine need to address other problems Determine need for further problem solving Consider special education eligibility and need
as appropriate
Reschly RTI 142
Problem Evaluation Interview
Determine success Questions: attaining goals (view graph) Questions: trends Questions: what is needed to produce success for
this student?
Reschly RTI 143
Problem Evaluation
Plan continuation/modification Questions: intervention continuation Questions: data collection/monitoring Questions: Maintenance and generalization
Inquire about other problems
Reschly RTI 144
Availability of General Education Interventions Prior to Referral
Pre Post1. Intervention prior to 25% 98% eligibility determination2. Behavioral definition 22% 75%3. Direct measure-baseline 20% 75%4. Systematic interventionplan 25% 86%5. Results compared toBaseline 22% 68%
Self-report Data
Reschly RTI
Table 3: Comparisons of Pre and Post Problem Solving Initial Interviews
Met/Partially Met Not Met Chi-Square/p
Pre Post Pre Post
Behavior Definition 42% 75% 58% 25% 10.1**
Tentative Strength 30% 89% 70% 11% 32.5**
Antecedent Conditions 57% 83% 43% 17% 7.9*
Consequent Conditions 60% 89% 40% 11% 21.9**
Situational Conditions 63% 92% 37% 8% 15.4**
Summary Statements 65% 75% 35% 26% 3.2
Tentative Goal 23% 70% 77% 30% 26.7**
Data Collection 37% 86% 63% 14% 39.3**
Note: *=p<.05; **=p<.01
Reschly RTI
Table 4: Goal Attainment and Quality Indices During the Plan Development
Yes No
Examine Baseline Data 75% 25%
Strength of Behavior and Goal Identified 100% 0%
Antecedent Conditions Analyzed 50% 50%
Situational Conditions Analyzed 59% 41%
Consequent Conditions Analyzed 59% 41%
Plan Strategy Identified 86% 41%
Type of Problem: Skills Only 5%
Performance Only 71%
Both 24%
Reschly RTI
Table 5: Goal Attainment During the Plan Implementation Stage
Yes No
1. Training Provided to the Consultee 41% 59%
2. Contacts with Consultee During Plan
Implementation 68% 32%
3. Plan Revisions Made 28% 72%
Reschly RTI
Table 6: Goal Attainment and Quality Indices During the Plan Evaluation Stage
Yes No
Results Compared to Baseline 68% 32%
Elements of Plan Continued 63% 37%
Consultee Indicated Plan Could be
Used with Others 67% 33%
Maintenance/Generalization Planning 46% 54%
Reschly RTI
Table 7: Outcomes of Problem Solving Interventions
Consultee Judgment
Consultee Judgmenta Confirmed by Records and Graphsb
Goal Status N % N %
Goals Met 112 53% 94 45%
Largely Met 27 13% 24 11%
Partially Met 53 25% 34 16%
Not Metc 19 9% 59 28%aConsultee judgment results were based on consultee’s conclusions regarding goal attainment.bJudgment and data results were based on consultee’s conclusions and the submission of graphs or other records confirming goal attainment status.cForty cases were re-coded as “goals not met” because tangible evidence confirming consultee judgment was not submitted with the case records.
Reschly RTI
Table 12: Correlations of Composite Variables and Short-Term Case Outcomes
Problem Plan Outcome: Consultee Analysis Implementation Judgment Confirmed
Composite Composite by Data
Prob Ident.
Composite .43 .20 .38
Prob. Anal
Composite .36 .38
Plan Implem.
Composite .46
Multiple R=.58
Reschly RTI
Table 13: Summary of Long-Term Target Behavior Outcomes
Number and Percent
Outcome Of Cases
Target Behavior No Longer a Problem 10 (12%)
Target Behavior Much Improved 28 (35%)
Target Behavior Somewhat Improved 28 (35%)
Target Behavior Same as Baseline 11 (14%)
Target Behavior Somewhat Worse
Than Baseline 2 (2%)
Target Behavior Much Worse
Than Baseline 2 (2%)
Reschly RTI
Table 14: Correlations Among Plan Evaluation, Follow-Up, and Long-Term Outcomes
Maintenance/ Follow-up Long-Term
Generalization Consultation Outcome
1. Good Data .19 .24* .39***
2. Maintenance/
Generalization .51*** .44***
3. Follow-up
Consultation .28*
Multiple R= .52
Reschly RTI
Summary and Implications
1. Continuing education in problem solving consultation is needed and should include (a) opportunities to observe skills, (b) procedures to accomplish critical goals of each stage of problem solving, and (c) role playing with feedback
2. Continuing education must have follow-up opportunities to implement problem solving skills, with support and feedback
3. System support, expectations, and demands must be established to ensure the implementation of new skills.
Reschly RTI 154
Summary and Conclusions, cont.4. All problem solving stages are important to
successful outcomes. Problem identification alone is not sufficient.
5. The variables that are most important to initial case outcome are not significantly related to long-term outcomes. Systematic programming for maintenance and generalization of behavioral change and continuing contracts between the consultant and consultee are predictive of positive long-term outcomes.
Reschly RTI
Intervention Strategies: Key
Know Well and Have Used
1. Contingency Contracting 61%
2. Positive Reinforcement 92%
3. Negative Reinforcement 47%
4. DRL 9%
5. DRO 12%
6. Extinction 36%
7. IRL 3% (Lie item)
8. Fading 31%
Reschly RTI
Intervention Strategies: Key
Know Well and Have Used
9. Time Out 74%
10. Premack Principle 32%
11. Modeling 67%
12. Cognitive Behavior 33%
13. Lorenz Effect 0% (lie item)
14. Negative Practice 6%
15. Overcorrection 18%
16. Good Behavior Game 13%
Reschly RTI
Intervention Strategies: Key
Know Well and Have Used
17. Response Cost 33%
18. Systematic Desensitization 15%
19. Token Economy 61%
20. Reinforcement Bundling 4% (Lie item)
21. Relaxation Training 29%
22. Punishment 46%
23. Shaping 47%
Reschly RTI 158
Decision Making re Behavior Tier III consideration, perhaps sp ed Trend, continuation of trend, outcomes in relation to
classroom and school expectations Gaps compared to peers, development norms, setting
requirements Interference with normal classroom/school activities
and goals Resources needed to produce success Need for special education: Specify what and why Expected benefits of special education
Reschly RTI 159
Determining Eligibility for Emotional Disturbance Using RTI
Full and individual evaluation that is comprehensive Meet three prongs
Eligible according to disability classification criteria Eligible due to adverse impact of disability on
attainment of an appropriate education Eligible due to need for special education (specially
designed instruction and related services)
Reschly RTI 160
What is a Comprehensive Evaluation
Note Federal Regulation, (g) The child is assessed in all areas related to the
suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. (34 C.F.R. 300.532
Meaning? Note “if appropriate”
Reschly RTI 161
Federal Requirements
Multiple domains must be considered Screening in multiple domains followed by, if
appropriate, …… If potential educationally related deficits are
suggested by screening, THEN In depth assessment in the domain
Principle: If screening suggests adequate functioning, then in depth assessment is wasteful and irrelevant
Reschly RTI 162
Comprehensive Evaluation: After Tier II
Domain Screening If depth, if appropriate
Possible
Decision
Health Nurse, records Referral
MD Eval
Medical condition
Vision Nurse, records Ophthalmology Visual Impairment
Hearing Nurse, records Otological, Audiologist
Hearing Impairment
Intelligence Records, Tch ratings, ach. tests
Psychologist, Gen’l Intell Functioning (GIF)
Sig subaverage GIF, possible MR, possible sp ed
Reschly RTI 163
Domain Screening In Depth, If Appropriate
Possible Decision
Reading Class work, Tch eval., CBM, group tests
Individual tests, diagnostic tests
More intense intervention, possible sp ed
Math Class work, Tch eval., CBM, group tests
Individual tests, diagnostic tests
More intense intervention, possible sp ed
Adaptive Behavior
Records, Tch checklist
Observations Parent interview
Possible eligibility for MR
Written Language Class work, Tch eval., CBM, group tests
Individual tests, diagnostic tests
More intense intervention, possible sp ed
Comprehensive Evaluation: After Tier II
Reschly RTI 164
Domain Screening In depth, if appropriate
Possible Decision
Communication Tchr Observations, Sp/L screening
Sp/L eval, tests, obs.
Sp/Lang need, therapy
Behavior Tchr judgment, checklists, nomination
Observation, Interview, Indiv intervention
Emotional Regulation
Tchr judgment, checklists, nomination
Observation, Interview, Indiv intervention
More intense intervention, possible sp ed
Motor Physical, Tch, PE observations
Medical evaluation
More intense intervention, possible sp ed
Comprehensive Evaluation: Post Tier II
Reschly RTI 165
Emotional disturbance is defined as follows: 34 C.F.R. 300.8(a)(4) (IDEA, 2006)
(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual,
sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal
circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with
personal or school problems. (ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they
have an emotional disturbance under paragraph (c)(4)(i) of this section.
Reschly RTI 166
Mental Health Needs vs Educational Disabilities
Overlap, but are not the same: statistical fallacies Consider the 3 prongs of eligibility Anxiety disorders and depression,
Adverse impact on education? Need for specially designed instruction?
Needs for mental health services not same as need for special education
Consider, anxious or depressed kids in typical classroom for E/BD?
Reschly RTI 167
DSM-IV TR and IDEA ED Eligibility DSM concepts inform but do not drive IDEA DSM diagnosis does not automatically mean
IDEA eligibility Reported Prevalence of Mental Health
Problems Depends on: Definition Duration—Chronic vs. Temporary Kind of Need-counseling, behavior supports,
sp ed program
Reschly RTI 168
Kinds of ED Recognized in DSM IV
Externalizing Problems (Under controlled behavior)
Internalizing Problems (Over controlled behavior)
Special Syndromes (Autism)
Reschly RTI 169
Focus of Programs
School Programs focus on externalizing disorders Oppositional Defiant Disorder Conduct Disorder Attention-deficit Hyperactivity Disorder
Community Mental Health Greater emphasis on internalizing problems
Schools need greater attention to internalizing problems
Reschly RTI 170
Principles in ED Decision-Making
RTI: Unresponsive or insufficiently responsive to high quality interventions, etc.
Multiple methods of data collection. RIOT Multiple settings, school settings, home, playground Multiple informants, child, teacher(s), peers, parents Persistence over time Convergent validity Explanations for inconsistent evidence
Reschly RTI 171
Convergent Validity Principle
Consider broad data from different sources, settings, and methods
Overcome biases of single method, source, or setting Include all relevant data Consistent results vs Inconsistent results
Inconsistent: Seek further data, reconcile differences Consistent: More confidence in decision
Match decision to convergence of the data
Reschly RTI 172
Data Collection for Eligibility Decision Making
RIOT Principle Multiple Informants Multiple Settings Convergent Validity Principle
Reschly RTI 173
Data Collection Methods: RIOT Principle Review records (what to review, how, possible
outcomes Interview relevant participants (child, parent,
teacher) Observe behavior (based on referral questions and
key settings) Test, i. e., present tasks directly to the student and
interpret performanceSee later activity
Reschly RTI 174
Data Collection: Sources of Information
Child Teachers and other school officials Parent Peers (sometimes)
Reschly RTI 175
Data Collection: Relevant Settings
Classrooms Outside of school, e.g., adaptive behavior
and MR Other school settings
Reschly RTI 176
Applying RIOT Principle
Behavior Review Interview Observe Test
Aggress-
ive Behav
Depress-ion
Reschly RTI 177
Prevention of Special Education
President’s Commission (2002) Values and Outcomes: Efficacy of special education is not universally
documented—lowered expectations, reduced academic press
Later educational opportunities typically are better if learning and behavior problems can be resolved in early grades
Probable later career opportunities are better if students can complete general education programs
Prevention and early intervention enhance positive outcomes and expand educational and career opportunities
Reschly RTI 178
RTI in Special Education Programs
Special education programs should be, Scientifically based Matched to student need Progress monitoring against goals (exit criteria) Formative evaluation Goal of passing benchmark tests, exiting
Current special education programs???? Progress monitoring graphs????
Reschly RTI 179
Improving IEPs Connect individual evaluation with IEP with Special
Education Interventions Critical IEP Components (relevant to the
intervention) (not an exhaustive list) Present Levels of Educational and Behavioral
Performance Measurable Annual Goals Specifically designed instruction provided by qualified
personnel Participation in the general education curriculum and state
wide assessments
Reschly RTI 180
Measurable Annual Goals
Goals are described in objective, measurable terms
Goals are stated in terms of the general education curriculum Rate of progress specified, graphed Skills specified Progress compared to goals Interventions changed or goals changed
depending on progress
Reschly RTI 181
Specially Designed Instruction Uniqueness of special education is NOT in different
methodologies BUT IS IN Intensity, frequency of progress monitoring and
formative evaluation, precision of goals, and specificity of instruction Intensity involves time, group size Specificity of instruction, thoroughness of skills
specification, intentional teaching, integration with other skills
Application of explicit, systematic instructional methods
Reschly RTI 182
Special Education Final Remarks
Special education can be effective Set of services brought to students, not a place Integrated with general education curriculum Strong accountability Implementation of scientifically based interventions with Specification of goals Frequent progress monitoring Formative evaluation Exit criteria
Reschly RTI 183
Summary
Moving from where we are to where we need to be is a huge challenge for the new century
BUT I Believe
The Best Is Yet To Be