Using a Response to Intervention Approach to Address Behavior Concerns

Nebraska RTI Summer Institute July 31, 2007 Brian C. McKevitt, PhD, NCSP University of Nebraska-Omaha Jerry Harrenstein, Ed.S.

Lincoln Public Schools 1

Presentation Objectives

 To describe a three-tier approach to providing behavior support for students  To highlight examples of an RTI process used to address behavior concerns in Lincoln Public Schools  To address factors needed to have successful RTI procedures in place for behavior support 2

What Do We Know About RTI Reading?

 Tier 1: Core Classroom Instruction  Universal screening  Strong general education curriculum  Designed to prevent more intensive reading problems  Tier 2: Supplementary Intervention  Student data indicate who gets more intervention  Small groups, more intensive instruction  Tier 3: Intensive Intervention  Student data indicate who gets more intervention  Typically individualized, may include verification for special education 3

What Do We Know About RTI Behavior?

   Tier 1: Core Classroom Instruction  Are we teaching

all

our students expected behaviors?

 Do we have a screening process to find students who need more intense behavior support?

Tier 2: Supplementary Intervention   Are we using data to tell us who needs more intensive behavioral interventions?

Can we group students with similar need for behavior instruction?

Tier 3: Intensive Intervention  Are we using FBA to develop individualized intervention plans?

IF YES, THEN WE ARE ALREADY DOING RTI BEHAVIOR!

4

Tier 1: Core Curriculum Instruction

 Detentions, suspensions, expulsions DON’T WORK to change behavior in the long term!

 School-wide Positive Behavior Support (PBS) is a set of strategies and systems to increase the capacity of schools to  reduce school disruption  educate all students including those with problem behaviors 5

Major Ideas in PBS

   Invest in Prevention Teach, monitor, and reward BEFORE punishment Differentiate Systems as Needed  Different systems for different challenges  School-wide (Primary Prevention)  Targeted Group  Intensive Individual (Secondary Prevention) (Tertiary Prevention)   Implement for Sustainable Effects Evaluate using information for decision-making Note: Some slides adapted from PBS training materials, University of Oregon Educational and Community Supports.

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CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students 7

PBS is NOT…

 a specific practice or curriculum…it’s a general approach to preventing problem behavior  limited to any particular group of students…it’s for ALL students  new…it’s based on a long history of behavioral practices and effective instructional design and strategies 8

Invest in Prevention: Build a Culture of Competence

 Define behavioral expectations  Teach behavioral expectations  Monitor and reward appropriate behavior  Provide corrective consequences behavioral errors for  Information-based problem solving 9

Define School-wide Expectations for Social Behavior

 Identify 3-5 Expectations  Short statements  Positive Statements (what to do instead of what not to do)  Memorable  Examples:  Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Follow directions of adults 10

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These banners are hanging in the commons area and in our gymnasium.

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Teach Behavioral Expectations

 Transform broad school-wide expectations into specific, observable behaviors.

 Use the Expectations by Settings Matrix  Teach in the actual settings where behaviors are to occur  Teach (a) the words, and (b) the actions.

 Build a social culture that is predictable and focused on student success 13

Be Safe Classroom Gym Hallway Playground Bus Area

Follow directions Follow directions Walk Open doors slowly Go up ladders and down slides Wait behind the red line

Be Respectful

Raise your hand to talk Hands and feet to self Follow rules of the game Return equipment at bell Hands and feet to self One minute rule for sharing equipment Wait for your turn Hands and feet to self

Be Responsible

Bring books and pencil to class Do homework Participate Keep books, belongings and litter off floor Stay within the recess area Keep you books and belongings with you 14

Teaching Behavioral Expectations Define the Expectation: Provide a Rationale: Teach the Critical Discrimination:

Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples

If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency? How will this skill be maintained?

15

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Why Teach Expectations?

 Cannot assume students know how to apply rules in each setting…need to teach behaviors in context!

 Teaching allows students to practice appropriate behavior and it builds fluency  Allows students to see non-examples of expectation  Decreases student response “I didn’t know…” 17

On-going Reward of Appropriate Behavior

   Every faculty and staff member acknowledges appropriate behavior.

 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff.

Different strategies for acknowledging appropriate behavior      Classroom-wide announcements Raffles Open gym Tickets Parking space 18

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Discourage and Interrupt Problem Behaviors

    Do not ignore problem behavior Clear guidelines for what is handled in class versus sent to the office Prevent problem behaviors from being rewarded Do not expect negative consequences to change behavior patterns. Negative consequences are a way to “keep the lid on.” Teaching changes behavior.

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Information-based Problem Solving

 Survey staff to define need (Effective Behavior Support Survey)  Assessments of PBS implementation (School-wide Evaluation Tool, observations, interviews)  Review student data regularly (office discipline referrals and/or other indicators)  Other screening tools?

 Examples of data collection tools at www.pbis.org

and www.swis.org

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Tier 1 Data Examples

ODR by Behavior

700 600 500 400 300 200 100 0 Ab usi D ve la est ru ng ct ua io ge n of p ro pe rty D isru pt io n H ara ssme nt N on co mp lia O nce ve rt di sre sp Ph ect ysi Po ca sse l a gg ssi re on ssi o f a on lco ho Po l/d ru sse gs ssi on o f w ea po ns

Behavior

Ta rd y Th ef t Tru an cy 22 2004-2005

Office Referrals by Location

300 200 100 0 700 600 500 400 Bu s C la ssro om C ommo n Are a H al lw ay Lo cke r R oo m Lu nch ro om O ff Sch oo l G ro un ds

Location

O ffi ce Pl ayg ro un d R est ro om Sch oo l G ro un ds 2004-2005 23

ODR by M onth

350 300 250 200 150 100 50 0 Sept Oct Nov Dec Jan

Month

Feb March April May 2004-2005 24

High School in Iowa 02-05

Pct6up Pct2to5 Pct0to1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% CAM HS 200203 CAM HS 200304 CAM HS 200405 2002-03 2003-04 2004-05 CAM HS 200203 CAM HS 200304 CAM HS 200405 7% 14% 79% 4% 11% 85% 1% 4% 96% 25

Pct6up Pct2to5 Pct0to1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Iowa 4% 13% 83% Pct6up Pct2to5 Pct0to1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Capitol View ES 200405 Capitol View ES 200405 3% 8% 89% Jackson ES 200304 Elementary Jackson ES 200405 2% 12% 86% Jackson ES 200405 0% 8% 91% 26

Pct6up Pct2to5 Pct0to1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Harding MS 200203 21% 23% 56% Iowa Series3 Series2 Series1 Harding MS 200304 15% 21% 64% Harding MS 200405 Harding MS 200405 15% 20% 65% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 Middle School 2 1 03-04 04-05 15% 11% 74% 2 6% 14% 80% 27

Tier 1 in Practice: Lincoln Public Schools

 Plans for universal screening of behavior  PBS in Lincoln Public Schools  What is needed to make Tier 1 work?

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Behavior Support Challenges

 Resources (time and money) in schools are limited  Need to match level of support to level of the student’s behavioral challenges  Need an efficient and effective intermediate level intervention system that targets students who are not responding to the school-wide system, but are not in need of individual, intense support 29

The Response: Supplementary Interventions (Tier 2)

   Targets groups of students who:  Fail to respond to school-wide and classroom expectations  Are not currently engaging in dangerous or extremely disruptive behavior Efficient - Similar set of behavioral strategies are used across a group of students needing similar levels of support Effective - Decreasing problem behavior in classroom, increasing academic engagement, and decreasing office discipline referrals 30

Steps for Targeted Intervention Support

 Identify candidates for targeted interventions  Identify specific student needs  Group students according to similar needs  Design and implement intervention support  Complete progress monitoring during intervention  Monitor integrity of implementation  Evaluate the impact of the program 31

Identify Students for Targeted Inventions

 Identify students for targeted intervention support based upon:  Office Referral Data (e.g., 3-5 office referrals)  Behavior Incident Reports  Teacher Nomination  Other screening data 32

Identify Specific Student Needs

 Identify student needs  What skills are they missing?

 What instruction do they need?

 What type of reinforcement do they need?

 What are the effective consequences?

 Use current student data (office referrals), teacher interviews, student interviews, etc.

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Group Students According to Need

 Within the at-risk population, look for small groups of students with similar needs  For example, do you have a small group of students who are fighting at recess and need additional instruction on recess behaviors and how to use words instead of fists?

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Design and Implement Intervention Support

Identify what instruction will be provided  Who will teach  How often  Required materials 35

Complete Progress Monitoring

 Identify what data will be collected  Identify who will collect the data  Identify the baseline level of performance and the goal  Identify the decision-making rule  Collect progress monitoring data throughout the intervention 36

Monitor Integrity of Implementation

 Need interventions that are implemented with integrity in order to make decisions about the effectiveness of the intervention  Implementation as scheduled  Implementation of key components  How? - Implementation logs, interviews, observations 37

Evaluate the Impact of the Program

 Make decisions about individual students  Modify, continue, or terminate the intervention  Make decisions about the overall effectiveness of the program  # or % of students who were successful  # or % of decrease in office referrals 38

Tier 2 Progress Monitoring Example

Grade 2 Social Skills Group 39

Supplemental Interventions

 Evidence-based Social-Emotional-Learning Programs      

Blueprints for Violence Prevention

( http://www.colorado.edu/cspv/blueprints/ )

SAMHSA

: US Department of Health and Human Services Substance Abuse and Mental Health Services Administration ( http://nrepp.samhsa.gov

).

CASEL

: Collaborative for Academic, Social, and Emotional Learning ( http://www.casel.org

)

OJJDP

: US Department of Education Office of Juvenile Justice and Delinquency Prevention ( http://www.dsgonline.com/mpg2.5/mpg_index.htm

)

What Works Clearinghouse

( http://www.whatworks.ed.gov/ )

SDFS

: US Department of Education Office of Safe and Drug Free Schools ( http://www.ed.gov/admins/lead/safety/exemplary01/exemplary01.

pdf ) 40

Supplemental Interventions

 Other social skills programs  Incentive plans  Check-in/Check-out  Behavior Report Card  Behavior Education Program (BEP) Crone, D. A., Horner, R. H., & Hawken, L.. S. (2004). Responding to problem behavior in schools: The Behavior Education Program. New York: Guilford.

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Tier 3: Intensive Interventions Overview of the Process

 Functional Behavioral Assessment (FBA)  Behavior Support Plan 42

Functional Behavioral Assessment

 Clearly describes the challenging behaviors, including behaviors that go together (A-B-Cs)  Identifies the events, times, and situations that maintain the challenging behaviors (attention, escape)  Develops one or more summary statements or hypotheses that describes specific behaviors, the types of situations in which they occur, and the reinforcers that maintain the behaviors 43

Functional Behavioral Assessment

 Collects directly observed data that support summary statements  It is a process to understand the structure and function of behavior to TEACH and promote effective alternatives, NOT just to eliminate undesirable behaviors 44

Why an FBA is Important

    It increases the efficiency and effectiveness of strategies for changing problem behavior It increases your attention to the things that you have control over, that you can alter, to make an impact on the student’s behavior It increases your sense of efficacy in being able to bring about real, important changes for students and staff It leads to the development of Positive Behavioral Support Plans 45

When to Identify the Function

     Major problem behaviors for individual students School-wide/Class-wide positive support efforts are not working Typical discipline procedures ineffective Behavior intervention plan required for 504 or IEP Ten cumulative days of suspension (manifestation determination for special education students)  Standards of best practice recommend the use of FBA within a problem-solving approach 46

Data from an FBA

     Operational definition of the behavior: What does the behavior look like?

Antecedents: How do you know the behavior is going to happen?

Setting events: What makes the behavior more likely?

Consequences: Why does the behavior keep happening?

Function: What is the primary purpose of the behavior?

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Functions of Behavior

  Behavior is functional: it serves a purpose All behaviors are motivated by a certain outcome or desire  Common functions: 

Obtain

Avoid Colloquial Functions:

 Stimulation  Attention  Objects •

“Revenge”

 Communication •

“Basically Evil”



Escape or Avoid

•

“Control”

 Pain  Attention  Difficult Tasks 48

FBA Methods

 Indirect information gathering  Record review  Interviews  Rating scales  Direct observation  Functional analysis 49

Information Gathering

 Interviews with teachers, student, parents  Description of behavior  Strategies already tried  Guess about what motivates behavior  How often behaviors occur  How long it has been a problem  When behaviors occur or do not occur  Who is present when behavior occurs  Possible skill deficits  Events surrounding behavior 50

Information Gathering

 Direct observation  Record instances of behavior  Record what happened before the behavior occurred (

antecedents)

 Record what happened after the behavior occurred (

consequences

)  Look for patterns (10-15 instances of behavior) 51

Information Gathering

 Functional Analysis  Control and manipulate variables that may contribute to problem behavior  Analyze effects of manipulations  For example, vary task length and/or task difficulty and observe impact on work completion  Needs to be highly structured and closely monitored 52

Effective Environments

 Problem behaviors are irrelevant  Aversive events are removed  Access to positive events are more common  Problem behaviors are inefficient  Appropriate behavioral alternatives available  Appropriate behavioral alternatives are taught  Problem behaviors are ineffective  Problem behaviors are not rewarded 53

Intervention Planning

 Prevention (Make problem behaviors irrelevant by managing antecedents and setting events):  Schedule  Curriculum (content, sequence)  Instruction  Skill Building (Teach desired behaviors)  Teaching = delivering events that

change

behavior, not just delivering curriculum  Replacement behaviors (maintain same function as problem behavior)  Adaptive skills 54

Intervention planning (cont.)

 Manage consequences  Prevent reinforcement of problem behavior  Increase reinforcement of desired and replacement behaviors  Negative consequences  The use of socially acceptable punishers may be needed to prevent reward of problem behaviors  Do not add negative consequences to the plan until all other components are defined 55

Intervention Planning (cont.)

 Implementation Plan (Who will do what when?)  Schedule meeting times to review  Schedule teaching times  Plan data collection and display  Plan Evaluation (Did it work?)  Use data to make decisions  Make decision rules when to change intervention 56

Tier 3 Progress Monitoring Example

Intervention 2 57

Tiers 2 and 3 in Practice: Lincoln Public Schools

 Interventions being used  Progress monitoring methods  What is needed to make Tiers 2 & 3 work?

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Special Education Verification

 Three questions should be addressed to determine eligibility and need for special education:    How does the student’s rate of progress in developing expected skills compare to a certain standard?

How does the student’s current level of performance compare to a certain standard?

What are the student’s instructional needs in the area of behavior (i.e., curriculum, instruction, accommodations)?

 An RTI Behavior process can easily address these three questions! 59

Thank you!

 Questions?

 Contact Information:  Brian McKevitt  University of Nebraska-Omaha  [email protected]

 (402) 554-2498  Jerry Harrenstein  Lincoln Public Schools  [email protected]

 (402) 436-1168 60