Intervention Assistance Team Flipchart

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Intervention Assistance TeamFlipchart
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IAT Flipchart

• Tuscarawas-Carroll-Harrison
• Educational Service Center
• New Philadelphia, Ohio

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The following series of slides describe a problem
solving process that has been used by school
building teams, often as a means of structuring
the IAT process, enhancing collaboration and
adding to effectiveness. The steps detailed in
the process serve to guide a team through a
thorough investigation of a students needs and a
careful determination of necessary interventions,
supports or accommodations. Teams have found that
this problem solving process adds to team
cohesiveness and productivity. By setting out a
predefined sequence of steps, this problem
solving approach helps teams make best use of
limited time. Importantly, teams have found that
some of these activities are best completed as a
part of an IAT meeting, while other activities
can occur on a less formal basis. Although the
process outlines 8 separate steps, most teams
complete several steps during one meeting.
Additional resources on IAT and the problem
solving process are available through the ESC.
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Intervention Problem-Solving Process for IAT

• Adapted from
• Telzrow, C. F. (1995). Best Practices in
  Facilitating Intervention Adherence. In A.
  Thomas J. Grimes (Eds.), Best Practices in
  School Psychology III (pp. 501-510). Washington,
  DC National Association of School Psychologists.

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Intervention Problem-Solving Process for IAT

• Overview
• Step 1. Behavioral Description of the Problem
• Step 2. Behavioral Statement of Desired Goal or
  Outcome
• Step 3. Analyze the Problem by Generating and
  Testing Hypotheses
• Step 4. Brainstorm Possible Interventions
• Step 5. Evaluate Alternatives and Select
  Intervention
• Step 6. Clarify the Intervention Develop Action
  Plan, Monitor, and Review
• Step 7. Implement the Intervention
• Step 8. Evaluate the Effectiveness of the
  Intervention

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Step 1

• Behavioral Description
• of the Problem

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Step 1Does the behavioral description of the
problem include

• A description of the proper behavior that allows
  the student to be successful?
• 2. Measurable baseline data that describes the
  problem?

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Double CheckStep 1

• 1. Is the teams concern vague or general?
• Yes - More specifics needed to define the
  problem
• No - On Track
• 2. Does the description of the problem include a
  behavioral description?
• Yes - On Track
• No - Describe the problem so it is observable
  and measurable
• 3. Has the team jumped to generating
  interventions before problem is analyzed?
• Yes - STOP! Generating interventions is Step 4
• No - On Track
• 4. Does the team have baseline data on the
  problem behavior?
• Yes - On Track
• No - Go back and gather baseline data before
• moving on to Step 2

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Step 2

• Behavioral Statement
• of the
• Desired Goal or Outcome

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Step 2Does the desired goal or outcome include

• Reversing the description of the problem and
  having the goal statement?
• 2. Replacement behaviors that we would like to
  substitute for the problem behaviors?

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Double CheckStep 2

• 1. Is the goal vague?
• Yes - Restate the goal using specific language
• No - On Track
• 2. Is the goal in quantifiable terms?
• Yes - On Track
• No - Restate the goal using observable and
  measurable terms
• 3. Does the goal start with the absence of or
  trying to eliminate the behavior?
• Yes - Restate the goal so it is obtainable
• No - On Track

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Step 3Analyze the Problem by Generating and
Testing Hypotheses

• in all of the following categories a. Curriculu
  m
• b. Instruction c. School/Classroom
  Environment
• d. Peers e. Home/Community
• f. Child Characteristics

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Step 3

• Were hypotheses generated and tested about why
  the behavior is occurring?
• For example (Problem behavior) occurs because
  (hypothesis).
• Was the likelihood of each hypothesis tested by
  making prediction statements?
• For example If (positive action statement),
  then (desired outcome/goal).

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Double CheckStep 3

• 1. Has the team determined the need for
  collecting additional essential data to help
  analyze the problem?
• Yes - On Track
• No - Determine if more data is required
• 2. Does the team need to adjourn and reconvene
  after the gathering of additional essential data?
• Yes - Team adjourns with delegated
  responsibilities for further data collection
• No - On Track

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Step 4

• Brainstorm
• for
• Possible Interventions

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Step 4Has the generation of ideas for possible
interventions included

• Using the hypothesized reason for the basis of
  the intervention?
• Generating all possible interventions regardless
  of resources?
• 3. The generation of ideas and not evaluation of
  those ideas (Step 5)?

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Double CheckStep 4

• 1. Has the team evaluated any of the
  interventions generated during Step 4?
• Yes - Be sure to brainstorm only
  evaluation of ideas occurs in Step 5
• No - On Track
• 2. Has the team limited any of the suggestions to
  what is currently in place?
• Yes - Limiting ideas to what is currently in
  place may hinder the generation of new ideas
  for interventions, be open to all possibilities
• No - On Track

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Step 5

• Evaluate Alternatives
• Select Interventions

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Step 5Has the selection of the intervention
addressed

• When and where the intervention is to take place?
• The cause of the problem?
• How the responsibility will be
• shared for the implementation of the
  intervention?

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Double CheckStep 5

• Is the intervention that was chosen a specific
  place or person?
• Yes - Team needs to create a new intervention
  that is not a specific place or person
• No - On Track
• Is the intervention related to the hypothesized
  reason for the problem?
• Yes - On Track
• No - Team needs to create an intervention that
  is specifically related to the hypothesized
  reason for the problem
• Has the referring teacher been given sole
  responsibility for implementing intervention?
• Yes - Team needs to further delegate the
  responsibilities of the intervention to more
  than one person
• No - On Track

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Step 6

• Clarify the Intervention
• Develop Action Plan
• Monitor
• Review

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Step 6

• Has the team clarified what to expect and when to
  expect it?
• Has the team determined how the intervention will
  be implemented?
• Has the team determined what data will be used to
  evaluate the effectiveness of the intervention?
• 4. Has the team determined the date of review?
• Sample
• By _____ (review date), the student will _____
  (behavioral goal) as
• demonstrated by _____ (monitoring procedure).
• The student will receive the following
  intervention _____
• (describe intervention, what, how much) to be
  implemented
• by _____ (who) and insured by _____ (treatment
  integrity).

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Double CheckStep 6

• 1. Has the team thoroughly described the
  intervention?
• Yes - On Track
• No - Revisit the intervention plan to make
  sure that it has specific instructions
• 2. Has the team incorporated a monitoring
  procedure?
• Yes - On Track
• No - Revisit the intervention plan and create
  a monitoring procedure
• 3. Has the team specified a goal and a date for
  review?
• Yes - On Track
• No - Revisit the intervention plan and set an
  obtainable
• goal and a date for review (make sure the
• review date allows enough time for the
• intervention to be implemented properly)

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Step 7

• Implementation
• of the
• Intervention

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Step 7

• 1. Was there commitment to implement the plan
  (intervention adherence)?
• Was the intervention implemented as planned
  (treatment integrity)?
• 3. Was the intervention restricted to a
  specialized service?

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Double CheckStep 7

• 1. Was the intervention implemented?
• Yes - On Track
• No - The team needs to evaluate why the
  intervention was not implemented and either
  make modifications to the existing plan or
  change the intervention
• 2. Was the intervention implemented as planned?
• Yes - On Track
• No - Problem-solve about reasons why and
  develop a plan to address the need for
  improvement
• Consider
• Perceived effectiveness and ease of use
• Providing training and/or guided practice
• Teaching the strategy to others

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Step 8

• Evaluate
• the
• Effectiveness
• of the
• Intervention

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Step 8

• Has the team provided a summary with attached
  graphed data comparing results of the
  intervention to baseline and target goal?
• Has the team compared the results of the
  intervention to baseline or target goal?
• If the intervention has not met target goal, has
  the team revised the plan as necessary?
• If needed, has the team clarified and reviewed
  the
• monitoring procedure?
• If needed, has the team provided the opportunity
• to improve the consistency of the
• implementation of the intervention?

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Double CheckStep 8

• 1. Was the data collection form used for
  monitoring the intervention available?
• Yes - On Track
• No - Team needs to create a data collection
  form so the information can be evaluated
• 2. Is there evidence of treatment integrity?
• Yes - On Track
• No - Team needs to create a new
• plan to increase treatment integrity

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Source

• Telzrow, C. F. (1995). Best Practices in
  Facilitating Intervention Adherence. In A.
  Thomas J. Grimes (Eds.), Best Practices in
  School Psychology III (pp. 501-510). Washington,
  DC National Association of School Psychologists.