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Tier  two  RTI  Behavior  Interven6ons  Lisa  Maloney,  M.Ed.,  NCC,  NCSC  

This presentation: •  will compare RTI treatment options at the tier two level. •  explain how to develop, utilize and lead a RTI behavior team. •  address how to use school-wide screening data and identification of student

problem type to develop student interventions to best meet the students needs. •  review two effective interventions, including the social validity and treatment

fidelity of both.

Why RtI? ● Many students struggle academically and exhibit

problem behaviors ○  Some students will misbehave because they “won’t do it,”

and others will because they try and “can’t do it.” ● Behavior and academic success are intimately

connected and need to be intelligently addressed –together

●  (Sprague, 2010)  

The Behavior-Instruction Connection

Procedure for Academic Problems •  Assume student does not

understand instruction/did not learn correctly

•  Diagnose the problem •  Adjust presentation, use

effective strategies, provide feedback, practice, and review

•  Assume student has learned the skill

Procedures for Behavioral Problems •  Assume student refuses to

cooperate •  Assume student knows what is

right and has been told often enough

•  Provide more negative consequences withdraw student from normal context (ISS)

•  Provide more negative consequences and maintain removal from normal context (OSS/Expulsion)

•  Assume student has learned lesson.

Darch  &  Kame’enui  (2004)  

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•  Students do not have appropriate skills •  Students do not know when to use the

skills •  Students have not been taught specific

classroom procedures and routines •  Skills are not taught in context

Student misbehavior occurs:

And the School Counselor Says:

How can we create

the behavior support process?

●  Help students accept responsibility? ●  Place high value on academic

engagement and achievement? ●  Teach alternative ways to behave? ●  Focus on restoring the environment

and social relationships in the school?

RTI Behavior Model

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Universal  Proac6ve  Screening  

Progress  Monitoring  

Data-­‐based  decision-­‐making  

Evidence-­‐based/scien6fically  validated  interven6ons  

Treatment  Integrity  

Mul6ple  6ers  of  behavior  support  

Problem-­‐Solving  

The 7 BIG ideas of RtII

From  a  DEFICIT  model  to  a  RISK  model!  

Big  Time  Conceptual  Shi3  

SCHOOL-WIDE POSITIVE BEHAVIORAL SUPPORT UNIVERSAL SCREENING

Tier I Interventions (75% to 85% 0f student

population) School-wide Positive Behavior Plan Encompasses

Peer Mediation

Crisis Management Plan

RtI Behavior School-wide Themes

School-wide Rules & Consequences

Olweus Bully Prevention

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West Hempfield Elementary •  Schoolwide rules and

expectations posted and taught twice a year

•  Schoolwide positive reinforcement – Leader tickets and positive reinforcement (lanyards)

•  Olweus Bully Prevention •  Peer Mediation •  Classroom Lessons (K-5)

•  Principal •  School Counselor – lead •  Intervention Coordinator •  School Psychologist (minimal) •  Classroom Teachers (one per grade level) •  Specialists (Reading, Itinerants, Special

Ed.) •  Parents

WHE Tier 1 Team

School-wide Expectations

•  Care for Self

•  Care for Others

•  Care for Property

●  School-wide Rules and Expectations (developed by core group and then adopted by faculty) ○  Posted throughout school ○  Students are “taught” rules at beginning of

the year •  Classroom meetings and classroom teacher

reinforcements •  Refresher in January

○  Students who break rules or expectations •  ReTEACH form

○  Students who continue to break rules (minor) or major – ODR

●  Positive reinforcement for prosocial behavior – 4:1

Lewis-Palmer, Teri , Horner, Robert H., Todd, Anne W., Sugai, George  

Schoolwide Evaluation Tool (SET)

•  Description: •  The School-wide Evaluation Tool (SET) is

designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys

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Expecta6ons  Defined  

Behavioral  Expecta6ons  taught  

On-­‐going  system  for  Rewarding  Behavioral  Expecta6o

ns  

System  for  Respondin

g  to  behaviorial  viola6ons  

Monitoring  and  

Decision  Making  

Management  

District  Level  

Support  Total  

2011   4   6   3   6   5   10   0   34  2012   4   7   3   7   6   12   0   39  2013   4   8   4   6   6   12   0   40  

0  

5  

10  

15  

20  

25  

30  

35  

40  

45  

Points  Received  

WHE  SET  results  

Why?

Tier 1 should be tight!  

65%  

75%  77%  

55%  

60%  

65%  

70%  

75%  

80%  

Percentage  

2011   2012   2013  

SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS

Universal Screening

Universal Screening

● SSBD – Systematic screening for Behavior Disorders (Walker & Severson, 1990) is the “Golden Standard” for screening behavior issues.

●  Multiple-gating ●  Casts a wide net ●  Examines both

internalizing and externalizing issues

●  High validity and

reliability

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Externalizing Behaviors Internalizing Behaviors

Teacher Ranking Form Teacher Checklist -WSI

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“If  you  screen,  you  must  intervene”  Dr.  Kathleen  Lane,  PBIS  Implementers  Forum,  Hershey  PA  2013  

SOCIAL SKILLS TRAINING CI/CO PROGRAMS WITH DAILY REPORT CARD MONITORING

Tier II Interventions (10% to 20% of student

population)

•  Principal •  School Counselor – lead •  Intervention Coordinator •  School Psychologist •  Classroom Teachers (one per grade level) •  Specialists (Reading, Itinerants, Special

Ed.)

WHE  Tier  2  Team  

RTII Behavior Team •  Assist in universal screening (observations) •  Assist in decision making for student support •  Create, and modify CICO system •  Act as substitute for Coordinator •  Act as mentor (Check and Connect)

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Daily Check-in/Check-out program •  Clearly defined

expectations •  Instruction on

appropriate social skills •  Positive reinforcement •  Consequences for

problem behavior •  Positive contact with adult

in school •  Opportunities for self

management •  Home-school

collaboration

(Fairbanks et al., 2007; McIntosh et al., 2009)

CI/CO systems have been studied and found to be very effective as a Tier II intervention for behavior – especially for students who have attention-seeking behavior patterns.

Behavior Education Program (BEP) Sample Grade 3

Goals  Be  an  Excellent  Student  Today  (BEST)  

Workshop   Reading   Specials   Lunch   Math   SS/Sci/Health  

Care  for  Self  ✰  Complete  homework  

assignments  ✰  Stay  on  task  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

Care  for  Others  ✰  Be  nice  to  other  students  ✰  Be  nice  to  adults  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

Care  for  Property  ✰  Bring  all  materials  to  class  ✰  Keep  desk  neat  and  clean  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

   2        1        0  

Date:  _____________-­‐-­‐-­‐-­‐__  Student  Name:  ________________________________    Rm:  ____  Check  –in  Ini6al:  ______    Daily  Goal  ______%      Earned  ______  out  of  _________        Check-­‐out  ini6al:  _____  

2  =  yes;  1  =  so-­‐so;  0  =  no  Comments:  ________________________________________________________________________________________  Teacher  Signature:  ____________________    Date:  ______Parent  Signature:  ____________________  Date:  ______  

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Small Group Counseling Curriculum

•  12 lessons over eight weeks

•  Lessons: •  Emotional Strength training •  Understanding your feelings •  Dealing with anger •  Understanding other peoples

feelings •  Clear thinking •  Positive thinking •  Solving people problems •  Stress reduction •  Goal Setting

Small Group Social Skills Training

•  Needs to supported by research (RTII model) •  Small group led by school counselor •  Intentional to address specific concerns/issues

•  Pre-post test data •  We use (evidence based): •  Skillstreaming the Elementary School Child •  Strong Kids •  Strong Start •  Second Step

•  What do you use?

Findings •  The purpose of the study was to: – Determine if either CI/CO or Small Groups was

more effective – Determine if either intervention was more

effective with internalizing or externalizing students

– What was the social validity of each intervention – Could the interventionists (school counselors)

implement the interventions with typical resources (treatment fidelity)

#1   #2   #3   #4  SET  Score   91.60%   87.50%   91.60%   67.00%  

0.00%  

10.00%  

20.00%  

30.00%  

40.00%  

50.00%  

60.00%  

70.00%  

80.00%  

90.00%  

100.00%  

Axis  Title  

BEP  Fidelity  of  ImplementaGon  Score  

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80%  

85%  

90%  

95%  

100%  

105%  

School  #1   School  #2   School  #3   School  #4  

Lesson  #4  

Lesson  #8  

Lesson  #10  

Strong Kids Fidelity Checklist

Social  Validity  high  for  both  BEP  and  Small  Group  Curriculum  

What  is  social  validity  and  why  should  I  care  about  it?  

•  INDIVIDUAL BEHAVIORAL SUMMARY AND INDIVIDUAL BEHAVIOR PLAN

(AS PART OF GENERAL EDUCATION) OR

•  FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) AND

POSITIVE BEHAVIORAL SUPPORT PLAN (PBSP) (AS PART OF A SPECIAL EDUCATION EVALUATION)

•  WRAPAROUND

•  ELEMENTARY STUDENT ASSISTANCE PROGRAMS(ESAP)

• CASSP

Tier III Interventions (3% to 5 % of student

population) •  Principal •  School Counselor – lead •  Intervention Coordinator •  School Psychologist •  Nurse •  P.E. Teacher and Music Teacher •  Emotional Support Teacher •  Home School Visitor

WHE  Tier  3  Team  

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S*Team (Elementary Student Assistance Program)

•  Referral to outside agency •  Functional Behavioral Assessment (Formal or Informal) •  Liaison with outside agency (BHRS; family based counseling,

school based counseling) •  Team focus on intensive in-school supports

Successful RTI Behavior Programs include:

References

●  Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to Problem Behavior in Schools (2nd ed.). New York: The Guilford Press.

●  Goldstein, A. P. (1999). The prepare curriculum. Champaign, IL: Research Press.

●  McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2010). RTI in practice: A practical guide to implementing evidence-based interventions in your school. Hoboken, NJ: John Wiley & Sons.

●  McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the Elementary School Child (2nd ed.). Champaign, IL: Research Press.

●  McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the Elementary School Child: Program Forms. Champaign, IL: Research Press.

●  McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press.

References (cont’d)

●  McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood: Program forms. Champaign, IL: Research Press.

●  Merrell, K. W. (2007). Strong Kids - Grades 3-5: A Social & Emotional Curriculum. Baltimore: Paul H Brookes Publishing Co.

●  Merrell, K. W., Parisi, D. M., & Whitcomb, S. A. (2007). Strong Start-Grades K-2: A Social and Emotional Learning Curriculum. Baltimore: Paul H. Brookes Publishing Co.

●  O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior: A practical handbook (2nd ed.). Belmont, CA: Brooks/ Cole Cengage Learning.

●  Rhode, G., Jenson, W. R., & Reavis, H. K. (2010). The Tough Kid Tookbox (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

●  Sheridan, S. M. (2010). The Tough Kid Social Skills Book. Eugene, Oregon: Pacific Northwest Publishing.

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References (cont’d)

●  Sprick, R. (2009). Behavioral Response to Intervention. Eugene, OR: Pacific Northwest Publishing.

●  Sprick, R. (2009). Champs: A proactive and positive approach to classroom management. Eugene, OR: Pacific Northwest Publishing.

●  Sprick, R., & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed.). Eugene, OR: Pa (Sprick, 2009)cific Northwest Publishing.

●  Trolley, B. C. (2009). The School Counselor's guide to Special Education. Thousand Oaks, CA: Corwin Press.

●  Walker, H. M., & Severson, H. H. (1992). Systematic Screening for Behavior Disorders (2nd ed.). Longmont, CO: Sopris West.

●  Walker, H. M., McConnell, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1988). The Walker Social Skills Curriculum: The ACCEPTS program. Austin, TX: Pro-Ed.

Websites! Click on hyperlinks or follow http address.

These are great sites that I have used in the past!

●  Intervention Central ○  http://www.interventioncentral.org/ ● Milwaukee Public Schools – RTI

behavior ○  http://www5.milwaukee.k12.wi.us/

dept/rti/tier-2/behavior/ ● PBIS World ○  http://www.pbisworld.com/ ● RTI for success ○  http://www.rti4success.org/ ● National Institute of PBIS ○  http://pbis.org/