Response to Intervention USING RTI FOR NONACADEMIC INTERVENTIONS: PART II

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

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/ 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/ RTI Rather 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 RTI Assessment ◦ Universal Screening ◦ Progress Monitoring Research-based Interventions Data-based Decision Making Implementation Fidelity

Assessment: Universal Screening Compare 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 Monitoring Must 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 Interventions Tier 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 Fidelity Assessment 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 Protocol Mostly 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 Solving Often 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 Model Step 1: Define the Problem Gather information ◦ Consider impact of external factors such as language acquisition and educational level Analyze data Define problem in observable and measureable terms.

Problem-Solving: RTI Model Step 2: Plan an Intervention Identify 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 Model Step 3: Implement the Plan Carry out the plan in prescribed manner. Observe to ensure fidelity of instruction. Chart progress.

Problem-Solving: RTI Model Step 4: Evaluate Student’s Progress Utilize data to make decisions. If meet benchmark: ◦ Return to Tier 1 If incremental but insufficient progress: ◦ Continue same strategy for additional time OR implement different strategy If insufficient progress: ◦ Different strategy or next tier

Barriers to Implementation Limited 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, Cont. Teacher opinions: ◦ Behavior is seen as internal and not teachable ◦ Job is to teach academics not behaviors Quality 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 Approach Hunley, S. & McNamara, K. (2010). Tier 3 of the RTI model: Problem solving thorugh a case study approach. Thousand Oaks, CA: Corwin Press.

Assignment for Discussion Read 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.