USING RTI FOR NONACADEMIC INTERVENTIONS

SARAH FAIRBANKS, GEORGE SUGAI, DAVID GUARDINO, & MARGARET LATHROP (2007)

Response to Intervention

Vocabulary: Social, Emotional, and Behavioral

Other names for RTI (nonacademic) Social Behavioral Support Positive Behavioral Support

Other names for behavioral interventions in schools Functional Behavioral Analysis (FBA) Behavior Intervention Plan (BIP)

Special Education Terms Least Restrictive Environment (LRE) Emotional/ Behaviorally Disabled Severely Emotionally Disabled Immersion in the classroom Pull-out program Alternative School Placement Psycho-educational Treatment Facility

Change in Treatment

Primary: Large Group Therapy/ Consultation

Secondary: Small Group Therapy/ Consultation

Tertiary: Selected Individual Intervention

Special Ed.: IEP Determination

Tier I: Examples of Large Group Interventions

Behavior Problems Implement a school-wide behavior management plan Provide multiple and varied opportunities for students to

respond to instruction. Minimize transition time between activities. Provide direct and immediate corrective feedback.

Social Problems Anti-bullying (psycho-educational programs) Empathy training

Emotional Problems Teacher training to identify problems Provide positive feedback Establish “success” events

Tier II: Examples of Small Group Interventions

Behavioral Problems Check in and Check out (CICO): additional structure,

prompts, instruction, feedback, and acknowledgement (low-level probs.)

Stop-and-Think programsSocial Problems

Social skills training programs (psycho-educational) Self-esteem building programs

Emotional Problems Talking, feeling, doing game Parent training groups Group therapy

Tier III: Examples of Individual Interventions

Behavioral Problems Functional Behavioral Assessment (FBA): Assessment for

determining the Antecedent, Behavior, Consequence (ABC).

Behavioral Intervention Plan (BIP): Incorporates the FBA information into a behavioral plan.

Social Problems Psycho-educational therapy (ineffective outside of a group) Peer support/ helper (especially good for children with

developmental disabilities)Emotional Problems

Individual Therapy Family Therapy

Tier IV: Special Education

What is the IDEA definition of a child with an emotional disturbance? "(i) The term 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) The term includes schizophrenia. The term does not apply to

children who are socially maladjusted, unless it is determined that they have an emotional disturbance" (CFR §300.7 (a) 9).

Tier IV: Special Education

What is the different settings for children with emotional disturbance (rule of least restrictive environment)? Least Restrictive Environment (LRE) is a continuum Monitoring (least) Immersion in the general education classroom Immersion with a collaborative teacher Pull-out program (1 class) Pull-out program (more than 1 class) Alternative School Program Psycho-educational Center Hospitalization

Tier IV: Special Education

Who provides counseling as a related service? qualified social workers psychologists guidance counselors other qualified personnel.

What about requiring, requesting, or suggesting medical treatment? Schools cannot require students to take medication. Requesting medication that is not “academically

necessary” could result in additional financial responsibility to the school.

Suggesting for children who need it can be done, but be sure that you do not pressure the family.

Ways to Measure Response

Measure pretest/posttest scores and calculate statistics ANCOVA using control and treatment groups. ANOVA using repeated measure design.

Growth curve analysis (GCA) using hierarchical linear models Determine common growth curves for a class of

students or an intervention group Determine an individual’s growth curve Compare the individual growth curve to the group’s

growth curveLooking at the data in a graphical format.

Less scientific (no statistical analyses run). Easier to do; harder to make a decision

RTI: Behavior Assignment

The set-up: 8 y.o. boy is performing constantly talking out during class.

This teacher’s class is “famous” for behavior problems.Answer the following:

What specific interventions could be done at Tier I, Tier II, Tier III? What would be done? Who would provide the service? Who would receive the service? How long would it be in place?

How would you operationally define the behavior for observation?

How would you design an observation tool to use with this child?

RTI: Behavior Assignment

The set-up: 8 y.o. boy is performing constantly talking out during class.

This teacher’s class is “famous” for behavior problems.The data:

Structured observation examining “inappropriate verbalizations”

Baseline scores (per min) (Student 7, 8, 7;. Class avg=5; SD =1)

Tier I: Classroom reward system (Student: 4,3,5; Class avg=3; SD=1)

Tier II: Small group reward system (Student: 3,4,3; Class avg=3; SD=1)

Tier III: BIP for the student (Student: 2,2,2; Class avg=3; SD=1)

Answer the following: Did the teacher use the correct tool for assessment? Did the teacher use a researched based intervention? Did the child respond to the intervention @ Tier 1? Tier 2?

Tier 3?

RTI: Behavior Assignment

The set-up: 8 y.o. boy is performing constantly talking out during class.

This teacher’s class is “famous” for behavior problems.The data:

Structured observation examining “inappropriate verbalizations”

Baseline scores (per min) (Student 7, 8, 7;. Class avg=5; SD =1)

Tier I: Classroom reward system (Student: 4,3,5; Class avg=3; SD=1)

Tier II: Small group reward system (Student: 3,4,3; Class avg=3; SD=1)

Tier III: BIP for the student (Student: 2,2,2; Class avg=3; SD=1)

Tier IV: referred on to eligibility teamAnswer the following:

Did the teacher correctly refer the child? Does the child need special education? Does the child’s information indicate an IDEA disability?