Addressing Behavior Within the Response to Intervention Model

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Addressing Behavior Within the Response to
Intervention Model

• A Systemic Approach To Behavior Planning

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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

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Targeted
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All Interventions Will Be Based On Positive
Behavior Supports
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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

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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)
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RTI and Behavior

• Universal screening
• Process monitoring
• Intervention fidelity
• Data-based decision-making
• Evidence based interventions
• Multiple tiers of support

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Before we take interventions through the tiers,
lets 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.
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Tier One Universal Support

• Prevention focused (screening processes)
• Common behavior goals for all students
• Contains rules, procedures, expectations
• High level of active supervision

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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

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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

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Behavior Deficits At The Universal Level

• Each teacher interprets rules and discipline
  management for themselves
• Staff supervision is unstructured and
  non-interactive
• Students are identified for corrective action
  rather than positive behavior support
• Student Code of Conduct is misused
• Administrative support is saved for tough
  issues

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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?
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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?
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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
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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

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Screening Options

• Multiple Gating (Systemic Screening for Behavior
  Disorders)
• Scales (The Student risk Screening Scale)
• Office referrals

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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.
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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

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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

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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

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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.
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Intensifying an Intervention

• Adapt the environment
• Add a prompt
• Provide language
• Give specific feedback
• Provide an appropriate escape option
• Add supports specific to the situation

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Lets 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.
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Jills 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.
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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?

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Examples OF Targeted Interventions

• Contracts for performance based issues
• Classroom observations
• Specific social skill lessons
• Group contingencies
• What If charts
• Prompts and signal interference
• Reinforcement systems
• Differentiated teaching

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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
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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

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Examples of Tier Three Intensive Interventions

• Specific counseling
• Trained mentoring
• Function based interventions
• Cool down plans
• Behavior lessons
• Family services
• Behavior intervention plans

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Supports for Tier Three Interventions

• Self-monitoring
• Self-talk
• Teaching desired behaviors
• Planned discussions
• Goal recognition and setting

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FORMATS FOR WRITING GOALS
BY WHEN WHO WILL
DO WHAT AT WHAT LEVEL UNDER WHAT
MEASURED BY

OF PROFICIENCY CONDITIONS WHOM AND
HOW
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FUNCTIOAL EQUIVALENT REPLACEMENT BEHAVIOR (FERB)
GOAL
BY WHEN WHO WILL DO FOR
THE INSTEAD FOR THE UNDER WHAT
AT WHAT AS MEASURED
X
PURPOSE OF Z PURPOSE
CONDITIONAL LEVEL OF BY WHOM
BEHAVIOR OF
Y BEHAVIOR OF Y
CONDITIONS PROFICIENCY AND HOW
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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 Janes day. Using
the previous chart as an example, construct a
behavior goal for Jane.
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What We Need To Know About Interventions
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The Name Of The Intervention Is Not Adequate
Information To Implement The Intervention
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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

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Interventions Match Expectations

• Universal Expectation
• Walk in hall
• Line up for the bus
• Arrive to class on time

• Universal Intervention
• Have stop signs at corners
• Paint lines with bus numbers
• Add 1 minute warning bell, do hall sweeps

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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

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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.

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Example Social Skills

• Following instructions
• Making a request
• Interrupting appropriately
• Accepting correction
• Apologizing
• Accepting no for an answer

• Asking permission
• Managing anger
• Introducing yourself
• Accepting consequences
• Managing an impulse
• Communicating criticism respectfully

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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