Transcript Intensifying Interventions for Struggling Students through

Providing Intensive Intervention Using
Data-Based Individualization in
Behavior
Joseph Wehby, Ph.D.
NCII Senior Advisor
Vanderbilt University
January 2013
Today’s Webinar
 The need for intensive intervention
 Using Data-Based Individualization (DBI) to
provide intensive intervention in behavior
 DBI process with student example
 Ryan- behavior
 Time for questions
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Intensive interventions are designed to
address severe and persistent learning or
behavior difficulties. These interventions
should be data driven and are characterized
by increased intensity (e.g. smaller group,
expanded time) and individualization of
academic instruction and/or behavioral
supports.
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The Need for Intensive Intervention
 The school completion rate for youth with emotional
disturbances (56%) is lower than the rate for all other
categories, with the exception of youth with multiple
disabilities or intellectual disabilities (NLTS-2).
 More than one-third of dropouts with disabilities have spent a
night in jail, three times the rate of youth with disabilities who
finished high school. Controlling for other differences
between them, dropouts are 10 percentage points more likely
to have been arrested than youth with disabilities who
finished high school (NLTS-2).
 Integrating intensive behavioral intervention into tiered
systems is challenging and complicated work. Kids at the top
tier of support continue to have poor outcomes.
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The Need for Intensive Intervention
Not all students respond to standardized, evidence-based
interventions…
Analysis of student response data from controlled studies
suggests that approximately 3-5% of students do not respond
to standard, evidence-based intervention programs (Fuchs et
al., 2012; Wanzek & Vaughn, 2009; Conduct Prevention
Problems Research Group, 2002).
• Despite interventions being generally effective for students
demonstrating difficulty
• Categorization of ‘risk’ may be too broadly defined in these
studies to generalize to students with the most intensive
needs
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What does this suggest?
 Although standardized, evidence-based (i.e., secondary or
Tier 2) interventions are effective for many students, they
may be insufficient for those with the most intensive needs.
 There is likely no single intervention program(s) that will meet
the needs of all students who have significant and persistent
academic or behavior challenges.
 For some students, individualized, intensive intervention will
be necessary to facilitate progress. Student data and guiding
principles for intensifying intervention should drive these
decisions.
Note: Many good teachers already adjust their behavioral
interventions to meet student needs; DBI is a process that
helps them to do so in a more systematic and data-driven way.
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Who needs intensive intervention?
 Students with disabilities who are not making adequate
progress in their current program
 Students with disabilities who present with very low
academic achievement, and/or high-intensity or high
frequency behavior problems
 Students in a tiered program who have not responded to
secondary intervention programs delivered with fidelity
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NCII’s Approach to Intensive Intervention:
Data-Based Individualization (DBI)
Data-Based Individualization (DBI) is a systematic method for
using data to determine when and how to provide more
intensive intervention:
 Origins in data-based program modification first developed
at the University of Minnesota (Deno & Mirkin, 1977)
 DBI is a process, not a single intervention program or
strategy
 Not a one-time fix—Ongoing process comprised of
assessment-linked interventions
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Is DBI the same as RTI? Special Education?
Many components of DBI are consistent with elements of
special education and tiered service delivery systems.
The individualization aspect of DBI is aligned with the
principles of serving students with special needs.
Tiered Interventions
(RTI, MTSS, PBIS)
• Universal, secondary, and
tertiary interventions
• Progress monitoring
• Team-based decisions
based on data
Special Education
• Individualized instruction/
intervention
• Progress monitoring
• Team-based decisions
based on data
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Is DBI the same as RTI? Special
Education?
 DBI is best accomplished in the context of systems with
these components.
 DBI is designed to work in concert with these systems.
Despite the existence of these systems, students with the
most intensive needs continue to struggle academically and
behaviorally.
• DBI addresses non-responsiveness in RTI and special
education.
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Before starting DBI, consider the
secondary intervention platform…

Has the student been receiving an evidence-based
secondary behavioral intervention that is appropriate for
his/her needs?

Has the behavioral intervention been implemented with
fidelity?
• Content
• Dosage/schedule
• Group size

Has the program been implemented for a sufficient amount
of time to determine response?
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NCII’s Intervention Tools Chart provides reviews
of secondary intervention platforms
 Behavior Tools: In progress
 Academic Tools:
http://www.intensiveintervention.org/chart/instructionalintervention-tools
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NCII’s Approach to Data-Based
Individualization
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Sample Behavioral Progression
*NCII does not endorse products. We use Check-in/Check-out for illustrative purposes.
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Implement Secondary Intervention
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Secondary Intervention: Student Example
Ryan
 Background: Ryan was identified as having externalizing
behavior problems in January of his 4th grade year. Ryan
had an excessive number of office disciplinary referrals
(ODRs) and frequently instigated fights with other students.
 Intervention Platform: Because of Ryan’s excessive
ODRs, a Check-in/Check-out system was implemented.
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Ryan’s Check-in/Check-out Card
GOALS
Period
1
Period
2
Period
3
Lunch
Recess
Period
4
Period
5
Be Safe
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be
Respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Work Hard
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL
0 = Goal not met
1 = Goal partially met
2 = Goal fully met
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Secondary Intervention: Student Example
Check-in/Check-out
Procedures
 Dedicated staff person “checks in” with the student to get
ready for the day
 Teachers provide feedback on student goals (aligned to
school-wide expectations) throughout the day
 Dedicated staff person “checks out” with the student to
reflect on the day
 Student accumulates points that can be traded at predetermined times for activities, prizes, or free time
 Staff collect data daily and review student progress
weekly
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Secondary Intervention: Student Example
Check-in/Check-out
Fidelity
Check-in and Check-out occur daily
Dedicated staff person is consistently available
Student goals align to school-wide expectations
Student is provided feedback in different settings
throughout the day
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Progress Monitoring:
Are we doing what we said we would do?
Is it working?
 Progress Monitoring tool: Check-in/Check-out card
 Measure(s): 1. Percent of daily Check-in/Check-out points
2. ODR’s
3. Teacher fidelity
 Outcome: Although some progress was evident, Ryan
continued to have an unacceptable number of ODRs
based on school cut points, and met his daily report card
goal of earning 80% of his CICO points only 40% of the
time.
*Unlike academics, it may be unrealistic to expect behavior to change along a
linear progression.
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Progress Monitoring:
Is it working?
Ryan's CICO Points
100
3
80
70
ODRs
2
60
ODRs
% Total CICO Points
90
50
40
1
30
% Total
CICO Points
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10
CICO Goal
0
0
7-Jan 8-Jan 9-Jan
10Jan
11Jan
12Jan
13Jan
14Jan
15Jan
16Jan
17Jan
18Jan
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Next Steps

Despite secondary interventions delivered with fidelity,
Ryan continued to make insufficient progress.

The intervention teams decided that more intensive
supports were needed.

The team needs to problem solve and hypothesize what
modifications may be effective.
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Problem Solving
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Team Problem Solving:
What could be intensified to make the
intervention more effective for Ryan?
 The team met to analyze Ryan’s progress.
 Review student data:
 Ryan’s CICO cards showed that he had difficulty earning
points for “Be Respectful”.
 Define the problem:
 Ryan’s teachers noted that Ryan often disrupts class with
both verbal (yelling out) and physical (throwing pencils,
touching peers) outbursts.
 Hypothesize:
 The team hypothesized that Ryan may benefit from
social skills instruction surrounding appropriate ways to
get attention from others, as well as instruction and
monitoring in goals specific to his needs.
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Intensify the Secondary Intervention
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Intensify Intervention:
Student Example
 Social Skills group: Ryan will join a social skills group
working on goals of showing respect with language and
physical interaction.
 Social goals: Ryan will work toward specific goals related to
his social skills curriculum and school wide expectations.
Ryan’s Modified CICO Card
GOALS
Be Safe
Be Respectful
Work Hard
Period Period Period Lunch Recess Period Period
1
2
3
4
5
Keep hands and
feet to yourself.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Use strategies to
cool down.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Use kind words.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Give others space.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Ask for help when
you need it.
Follow directions
the first time.
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL
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Progress Monitoring:
Are we doing what we said we would do?
Is it working?
Ryan's Modified CICO Points
100
3
90
70
2
ODRs
60
ODRs
% Total CICO Points
80
50
40
1
30
% Total CICO Points
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10
CICO Goal
0
0
21-Jan
22-Jan
23-Jan
24-Jan
25-Jan
26-Jan
27-Jan
28-Jan
29-Jan
30-Jan
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Next Steps

Ryan is making some progress, and is now meeting his
CICO goal 50% of the time.

However, the rate of Ryan’s progress is insufficient and
Ryan continues to receive ODRs almost weekly.

After 1-2 more attempts to modify Ryan’s secondary (tier 2)
intervention, the team should move to a more intensive (tier
3) intervention.
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Intensive (Tier 3) Intervention
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Functional Behavior Assessment:
Student Example
 After clearly defining Ryan’s problem behavior and gathering
more information (teacher and parent reports, observations of
student behavior, review of existing data), the team began to
analyze the function of Ryan’s behavior.
 In determining the function of Ryan’s behavior, the team will
be better equipped to address Ryan’s problem behaviors by
encouraging replacement behaviors that will provide Ryan
with the same function.
Behavior
Pushing peers while in line
Pulling peers’ hair during lessons
Yelling out
Hiding under desk
Running out of class
Function
Gain attention from peers
Avoid difficult tasks/ Gain
attention from peers
*Functional Behavior Assessment will be discussed in more
detail in a webinar in spring 2013
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Developing a Behavior Intervention Plan

The next step is to develop a behavior plan based on the
Functional Behavior Assessment.

The plan should be clearly linked to the hypothesized
function(s) of behavior.

The plan should be ambitious but feasible, targeting
prioritized behaviors and setting achievable goals.

The plan will draw from principles of intensive intervention.
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Sample Principles of Intensive Behavioral
Intervention
 Present examples of desired behaviors, explain why each is
important, when they should be used, model the behavior,
and have the student practice the behavior.
 Break behavior goals into smaller steps as students learn new
skills. Provide reinforcement for implementation at shorter
intervals to begin with.
 Explicitly link behavior plans to the function identified in the
FBA. Revisit the plan as often as needed.
 Conduct ongoing assessment information to determine
effectiveness of FBA-based plan.
 Teach appropriate social skills and behavioral expectations to
independence and fluency.
 Address practice, maintenance, and generalization of
behavioral skills.
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Ryan’s Behavior Intervention Plan
 Designed based on the functions noted in the FBA
• Gain attention from peers
• Avoid difficult tasks/Gain attention from peers
 Addressed the functions of Ryan’s behavior by teaching and
reinforcing positive replacement behaviors
• Ryan was explicitly taught strategies for initiating contact with peers and
appropriately making requests. Instruction included examples, a
rationale for why the behaviors are important, modeling, and practice.
• Check-ins were continued, with modified goals, to provide increased
opportunity for practice and prompting, as well as reinforcement for
appropriate behavior.
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Monitoring Progress for Intensive Intervention:
Direct Behavior Rating (DBR)
 DBR uses ratings of a general outcome behavior following a
specified observation period (e.g., lunch, class period).
 The team defined two behaviors to track using DBR:
• Disruptive behavior
• Academic engagement
 Teachers also kept a tally of appropriate requests for
assistance.
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Evaluation of Ryan’s Progress
 Review of Ryan’s DBR and ODR data after 6 weeks indicated that
his behavior plan was working. His DBR data had reached typical
class levels (80% for academic engagement, 10% for disruptive
behavior). His ODRs decreased and he reached his goals on his
daily report card 90% of the time.
 Ryan’s teachers reported that he was making progress in his
social interactions. A tally kept by Ryan’s teacher indicated that he
appropriately asked for help with a task when he did not
understand 70% of the time.
 The team determined that Ryan continued to need this level of
support to be successful, so they decided to continue to implement
the plan, collect, and regularly evaluate progress data.
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In Summary
 DBI is an ongoing process that comprises ongoing
assessment, intervention, evaluation, and adjustment to
maximize student outcomes.
 Intensive interventions will not look the same for all students
 Students requiring intensive intervention are likely to need it
for a significant amount of time.
 There is no quick fix.
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Caveats & Implementation Tips
 DBI is intense. If more than 3-5% of students in a school
appear to need it, consider evaluating core instruction,
school-wide behavior supports, and secondary intervention
programs.
 Academic and behavior supports do not exist in isolation;
They are often most successful when combined to meet
students’ individual needs.
 When making intervention adaptations, consider choosing a
small number to try at a time. This will allow you to be more
systematic in your ongoing progress monitoring and analysis.
 Every student presents unique needs. While our examples
provide an illustration of the DBI process, it will vary based on
individual needs. Some DBI processes will be much more
involved than others.
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References
Conduct Prevention Problems Research Group (2002). Evaluation of
the first 3 years of the Fast Track prevention trail with children at
high risk for adolescent conduct problems. Journal of Abnormal
Child Psychology, 30(1), 19–35.
Deno, S. L., Mirkin, P. K., & Leadership Training Inst. for Special
Education, M. n. (1977). Data-Based Program Modification: A
Manual.
Fuchs, D., Fuchs., L.S., & Compton, D.L. (2012). Smart RTI: A nextgeneration approach to
multilevel prevention. Exceptional
Children, 78, 263-279.
Lane, K. L., Weisenbach, J. L., Phillips, A., & Wehby, J. (2007).
Designing, implementing, and evaluating function-based
interventions using a systematic, feasible approach. Behavioral
Disorders, 32, 122–139.
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References
Wagner, M., Newman, L., Cameto, R., Levine, P., Garza, N., Institute
of Education Sciences (ED), W. C., & SRI International, M. A.
(2006). An Overview of Findings from Wave 2 of the National
Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3004.
National Center For Special Education Research.
Wanzek, J., & Vaughn, S. (2009). Students demonstrating persistent
low response to reading intervention: Three case studies. Learning
Disabilities Research & Practice, 24(3), 151-163.
doi:10.1111/j.1540-5826.2009.00289.x
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Disclaimer
This webinar was produced under the U.S.
Department of Education, Office of Special
Education Programs, Award No. H326Q110005.
Celia Rosenquist serves as the project officer.
The views expressed herein do not necessarily
represent the positions or polices of the U.S.
Department of Education. No official endorsement by
the U.S. Department of Education of any product,
commodity, service or enterprise mentioned in this
website is intended or should be inferred.
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Washington, DC 20007- 3835
Email: [email protected]
Website: www.intensiveintervention.org
While permission to redistribute this webinar is not necessary, the
citation should be:
National Center on Intensive Intervention. (2013). Providing
Intensive Intervention using Data-Based Individualization in
Behavior. Washington, DC: U.S. Department of Education, Office
of Special Education Programs, National Center on Intensive
Intervention.
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