Transcript Behavior Interventions Within The RTI Model

Addressing Behavior Within the
Response to Intervention Model
A Systemic Approach To Behavior
Planning
Session Goals
• We will work together to understand the
three tiers of the RTI process as they
relate to behavior.
• We will work together to learn which types
of interventions fit best at each level.
• We will work together to understand
fundamental elements of behavior
necessary to make interventions work
Targeted
All Interventions Will Be Based On
Positive Behavior Supports
What Are Positive Behavior
Supports?
• PBS includes clear definitions of expected,
appropriate, positive behaviors for students and
staff
• PBS includes clear definitions of problem
behaviors and their consequences for staff and
students
• PBS includes regularly scheduled instruction in
desired positive social behaviors to enable
students to acquire the skills for behavior
change
Response to intervention is defined as” the practice of providing high quality
instruction and interventions matched to student need, monitoring progress
frequently to make decisions about changes in instruction or goals, and applying
child response data to important educational decisions” (Batsche et al., 2005)
Positive Behavior Support (PBS) is based on a problem-solving model and aims
to prevent inappropriate behavior through teaching and reinforcing appropriate
behaviors. (OSEP Technical Assistance Center on Positive Behavioral
Interventions and Supports, 2007)
RTI and Behavior
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Universal screening
Process monitoring
Intervention fidelity
Data-based decision-making
Evidence based interventions
Multiple tiers of support
Before we take interventions through
the tiers, let’s develop a better
understanding of each tier.
Understanding the nature of each
tier will allow us to address the
goals and expectations that tier
presents.
Tier One: Universal Support
• Prevention focused (screening processes)
• Common behavior goals for all students
• Contains rules, procedures, expectations
• High level of active supervision
Addressing Behaviors At The
Universal Level
• Behavior interventions are preventive and
address all student needs
• Universal screening looks for behavior
issues as opposed to the “wait for failure”
plan
• All staff is on the same page for
schoolwide procedures, expectations, and
processes
Behavior Goals For The Universal
Level
• Students can view common area rules for
cafeteria, halls, bus zones, playgrounds, locker
rooms, libraries etc.
• Universal policies that address dress code,
tardies, skipping, technology use etc. are
consistently reinforced
• Expected behaviors are regularly taught to
students
• Staff actively supervises students
• All students are screened for behavior issues
Behavior Deficits At The Universal
Level
• Each teacher interprets rules and
discipline management for themselves
• Staff supervision is unstructured and noninteractive
• Students are identified for corrective action
rather than positive behavior support
• Student Code of Conduct is misused
• Administrative support is “saved” for tough
issues
Activity
You are a new student at your campus.
You come to the school in the evening to
register for school. Since school is dismissed,
you decide to walk around and see the
building.
What visuals will you see to help you
understand the expected behaviors for your
campus?
Activity
Choose a duty area for your campus. This
area may be cafeteria, bus zone, hall, playground
or any other area you choose.
What are the expected behaviors for this area?
How do you know the expected behaviors?
Do you feel the students know the expected
behaviors? Will the next duty person supervise
the same expectations?
Activity: Rule Similarity
To the best of your ability, list all of the rules in place in your school and
classroom. Do this by yourself and then share with your team members.
Classroom
School
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Defining Schoolwide Rules Worksheet
Safe
Responsible
Respectful
Hallways
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Cafeteria
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Restrooms
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Buses
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Library
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Screening Considerations
• Screening is a best practice already used
for medical, academic, and behavioral
purposes in areas other than schools
• Screening differs from the teacher
tolerance standard as screening uses
identified standards
• Screening provides for early intervention
Screening Options
• Multiple Gating (Systemic Screening for
Behavior Disorders)
• Scales (The Student risk Screening Scale)
• Office referrals
Students who are identified as
having problem behaviors and have
not responded significantly to
universal supports, move to
targeted interventions that are
offered on tier two.
Tier Two: Targeted or Selected
Support
• Targeted support-moves into the
classroom
• Interventions at this level address student
connections to learning and the classroom
environment
• Positive behavior supports( interventions,
reinforcements, and consequences) are
targeted to individuals, small groups and
classrooms when appropriate
Tier Two: What does It Look
like?
• Posted classroom rules, procedures, and
expectations
• Social skills are actively taught to identified
students
• Interventions are matched to the functions of
behaviors to targeted groups of students
• Interventions are planned and monitored
• Teachers have a high level of developmental
and academic understanding as it pertains to
student behavior
• Staff and teaching factors have been considered
What Do We look For At The
Targeted Level?
• Teachers understand the difference
between form and function
• Teachers can create or intensify an
intervention
• There is evidence of systems to support
reinforcement and consequences
• Behavior lessons are taught to targeted
students
Sometimes an intervention will be successful
under circumstances of normal to light stress.
When students finds themselves under greater
than normal stress the intervention fails. This
situation may need the intervention intensified
rather than discontinued. This may begin at the
targeted level.
Intensifying an Intervention
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Adapt the environment
Add a prompt
Provide language
Give specific feedback
Provide an appropriate escape option
Add supports specific to the situation
Let’s Practice Intensifying An
Intervention
Jill is a teacher who is under orders from her doctor
to drop 20 pounds for health reasons. Jill is
serious about this goal. Her plan includes going
to a weight loss planning and support group and
preparing all of her own meals. Jill takes her lunch
to work and has started to see success.
Jill must attend a five day training in her district
where lunch will be provided. She has decided to
take her lunch but is concerned about the success
of her plan in the midst of a tempting menu.
Jill’s current intervention is to make and bring her lunch.
This has been working well for her at her campus.
Intensify this intervention for Jill so it will work for her
during her week of training.
How Would You Intensify This
Student Intervention?
John has trouble sitting for longer than
several minutes. For independent work,
John uses a timer to help him keep on
task and is allowed to choose from several
workspaces in the room. When John
works in a group the intervention fails.
How can we intensify this situation for
John?
Examples OF Targeted
Interventions
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Contracts for performance based issues
Classroom observations
Specific social skill lessons
Group contingencies
What If charts
Prompts and signal interference
Reinforcement systems
Differentiated teaching
Reinforcement and Consequences
In the area of reinforcement and consequences
the counselor may serve as a consultant.
Our job will be to assist in developing and
maintaining these systems. We will help others
understand the systems of reinforcement.
Reinforcement Schedules
Fixed Ratio
Fixed Interval
Variable Ratio
Variable Interval
Tier Three- Intensive Interventions
This level calls for specific interventions
to address the needs of one student.
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Tier Three-Intensive Interventions
for Individuals
• Interventions will be designed to fit one
student
• Interventions will not “un-do” school
• Interventions must fit legal parameters
• Interventions must have a good fit been
service and point of application
Examples of Tier Three Intensive
Interventions
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Specific counseling
Trained mentoring
Function based interventions
Cool down plans
Behavior lessons
Family services
Behavior intervention plans
Supports for Tier Three
Interventions
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Self-monitoring
Self-talk
Teaching desired behaviors
Planned discussions
Goal recognition and setting
FORMATS FOR WRITING GOALS
BY WHEN
WHO
WILL DO WHAT
AT WHAT LEVEL
UNDER WHAT
OF PROFICIENCY CONDITIONS
MEASURED BY
WHOM AND HOW
FUNCTIOAL EQUIVALENT REPLACEMENT BEHAVIOR (FERB) GOAL
BY WHEN
WHO
WILL DO
FOR THE
“X”
PURPOSE
BEHAVIOR OF “Y”
INSTEAD
FOR THE
OF “Z”
PURPOSE
BEHAVIOR OF “Y”
UNDER WHAT AT WHAT
AS MEASURED
CONDITIONAL LEVEL OF
BY WHOM
CONDITIONS PROFICIENCY AND HOW
Activity: Developing A Behavior
Goal
Currently, Jane has a problem with starting tasks
on time. In any one time period she will start
one in five assignments. This is a classroom
issue in all parts of Jane’s day. Using the
previous chart as an example, construct a
behavior goal for Jane.
What We Need To Know About
Interventions
The Name Of The Intervention
Is Not Adequate Information To
Implement The Intervention
Getting Ready to Develop
Interventions
• Interventions address function (not just
form)
• Interventions may be fine tuned to be
appropriate at each level
• Interventions must be measurable in some
manner in order to access
• Interventions must be able to be taught
and monitored with fidelity
Interventions Match Expectations
Universal Expectation
• Walk in hall
Universal Intervention
• Have stop signs at
corners
• Paint lines with bus
• Line up for the bus
numbers
• Arrive to class on time • Add 1 minute warning
bell, do hall sweeps
Interventions: General
Suggestions
• Posted rules
• Classroom contracts
• Student based
reinforcement
opportunities
• Visuals for movement
and procedures
• Active supervision
• Social skills
• Teachers at the door
during passing times
and morning
• Classroom motivators
• Posted
communication
systems
Social Skills-An Intervention For All
Levels
• Social skills are taught at all levels
• Schools choose a core group of skills to
teach to all students
• Social skill instruction is consistent
• Active supervision and redirection connect
to social skills
• Social skills are the “what to do” of
counseling at all levels.
Example Social Skills…
• Following instructions
• Making a request
• Interrupting
appropriately
• Accepting correction
• Apologizing
• Accepting “no” for an
answer
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Asking permission
Managing anger
Introducing yourself
Accepting
consequences
• Managing an impulse
• Communicating
criticism respectfully
Summary
• Behavior interventions are an import factor
in the RTI process
• Behavior interventions must be addressed
with the same fidelity as academic
interventions
• The process for behavior intervention must
be developed for the entire school