Response to InterventionResponse to Intervention

USING RTI FOR NONACADEMIC INTERVENTIONS: PART II

Integrating Behavioral Integrating Behavioral and Academic and Academic InterventionsInterventionsShores, C. (2009). Chapter 1. In Comprehensive RTI model: Integrating behavioral and academic interventions. Thousand Oaks, CA: Corwin Press.

PBS/ RTI in the Law: Why?PBS/ RTI in the Law: Why?“Many children placed

into special education without adequate documentation of their responsiveness to scientific, research-based instruction were essentially instructional casualties rather than children with disabilities.”

IDEA (2004) and RTI/ PBSIDEA (2004) and RTI/ PBS 20 U.S.C. § 1401(c)(5)(F):

◦ (5) the education of children with disabilities can be made more effective by— (F) providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children (emphasis ours).

IDEA requires:◦ The IEP team to consider the use of Positive Behavioral

Interventions and Supports for any student whose behavior impedes his or her learning or the learning of others (20 U.S.C. §1414(d)(3)(B)(i)).

◦ A functional behavioral assessment when a child who does not have a behavior intervention plan is removed from their current placement for more than 10 school days (e.g. suspension) for behavior that turns out to be a manifestation of the child's disability (20 U.S.C. §1415(k)(1)(F)(i)).

◦ A functional behavioral assessment, when appropriate, to address any behavior that results in a long-term removal (20 U.S.C. §1415(k)(1)(D)).

PBIS/ RTIPBIS/ RTIRather than having interventions

implemented by behavior experts, PBIS focuses on strategies by teachers and families in their natural settings.

PBIS focuses on expectations and consequences within the schools.

Essential Elements to RTIEssential Elements to RTIAssessment

◦Universal Screening◦Progress Monitoring

Research-based Interventions

Data-based Decision Making

Implementation Fidelity

Assessment: Universal Assessment: Universal ScreeningScreeningCompare students according to

◦Benchmark◦Expectation◦Peer group

Screen a set time per year, a few times per year.

Common for behaviors:◦Office discipline referrals◦Behavior rating scales◦At-risk behaviors in general

Assessment: Progress Assessment: Progress MonitoringMonitoringMust have baseline data using the

same tool that you use for progress monitoring.

Often uses the same evaluation used for screening.

Could also include:◦Systematic, direct observation systems◦Can develop a rating scale specific to

targeted behavior and/or use a published scale.

Research-Based Research-Based InterventionsInterventionsTier I:

◦School-wide expectations and consequences

◦Standardized curriculum.Tier II:

◦Social skills training◦School counseling groups◦Conflict-resolution skills training

Tier III:◦Individualized plans◦Intensive interventions

Implementation FidelityImplementation FidelityAssessment for Behavior

◦Naturalistic and Unintrusive (e.g., review of records).

◦Directed to ONLY behaviors of interest (e.g., limit rating scales to only items of concern).

Interventions ◦Must be easy to implement.◦Must require limited time◦Must require limited resources

RTI: Standard ProtocolRTI: Standard ProtocolMostly used for academic

approaches.All students proceed through the

three tiers in a similar manner based on a decision-making chart or standard method.

A child with a reading problem will probably get the exact same Tier II instruction as another child with a reading problem.

RTI: Problem SolvingRTI: Problem SolvingOften used for behavioral

interventions.Individual planning for each student

at each tier.Focuses on the individual problem,

cause and solution.Involves a team approach

◦Student’s teachers◦Behavioral planning experts (e.g., school

psych, school counselor, sped teacher, etc.)

◦Student’s parents

Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 1: Define the ProblemStep 1: Define the ProblemGather information

◦Consider impact of external factors such as language acquisition and educational level

Analyze dataDefine problem in observable

and measureable terms.

Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 2: Plan an InterventionStep 2: Plan an InterventionIdentify research-based

interventions◦Specific to the problems

Develop goal◦Incremental or benchmark

Plan specifics◦Who, where, when, and how long?

Plan progress monitoring◦Tool and frequency

Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 3: Implement the PlanStep 3: Implement the PlanCarry out the plan in prescribed

manner.Observe to ensure fidelity of

instruction.Chart progress.

Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 4: Evaluate Student’s Step 4: Evaluate Student’s ProgressProgressUtilize data to make decisions.If meet benchmark:

◦Return to Tier 1If incremental but insufficient

progress:◦Continue same strategy for additional

time OR implement different strategyIf insufficient progress:

◦Different strategy or next tier

Barriers to Barriers to ImplementationImplementationLimited knowledge for teachers:

◦Assessment ◦Interventions

Insufficient resources:◦Time (assessment and interventions)◦Materials (assessment and

interventions)Inconsistent terminology from

district to district (and school to school)

Barriers to Implementation, Barriers to Implementation, Cont.Cont.Teacher opinions:

◦ Behavior is seen as internal and not teachable

◦ Job is to teach academics not behaviorsQuality of implementation:

◦ Lack of consistency in each setting.◦ Lack of Universal System (Tier 1)◦ Limited strategies.◦ Strategies not matched to child’s issues or

actual problem◦ Failure to use the data created to drive the

intervention.Lack of monitoring (not from text)

◦ Lying, making up data, etc.

Case Study ApproachCase Study ApproachHunley, S. & McNamara, K. (2010). Tier 3 of the RTI model: Problem solving thorugh a case study approach. Thousand Oaks, CA: Corwin Press.

Assignment for DiscussionAssignment for DiscussionRead through the case study

provided in the readings on electronic reserves.

This week’s discussion should be about this case study, and how it relates to the topics discussed in the RTI lecture.