Response to InterventionResponse to Intervention

USING RTI FOR NONACADEMIC INTERVENTIONS: PART I

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

Vocabulary: Social, Emotional, and Vocabulary: Social, Emotional, and BehavioralBehavioralOther 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 TreatmentChange 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 Tier I: Examples of Large Group InterventionsInterventionsBehavior 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 Tier II: Examples of Small Group InterventionsInterventions

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 programsEmotional Problems

◦Talking, feeling, doing game◦Parent training groups◦Group therapy

Tier III: Examples of Individual Tier III: Examples of Individual InterventionsInterventions

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 EducationTier 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 EducationTier IV: Special EducationWhat 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 EducationTier IV: Special EducationWho 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 Ways to Measure ResponseResponseMeasure 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 AssignmentRTI: Behavior AssignmentThe 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 AssignmentRTI: Behavior AssignmentThe 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 AssignmentRTI: 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 team

Answer the following:◦ Did the teacher correctly refer the child?◦ Does the child need special education?◦ Does the child’s information indicate an IDEA

disability?