Response-to-Intervention Response-to-Intervention and Positive Behavior and Positive Behavior

Support:Support: An Inherent Relationship An Inherent Relationship

for Student Success for Student Success

Moira K. McKenna, PhD and Kimberly Hosford, Moira K. McKenna, PhD and Kimberly Hosford, MSMS

Southern Oregon Education Service DistrictSouthern Oregon Education Service District

February 7 & 8, 2007February 7 & 8, 2007

Objectives for SessionObjectives for Session• Introduction to research supporting the link Introduction to research supporting the link

between school-wide and individual systems between school-wide and individual systems of academic and behavior supportof academic and behavior support

• Gain a conceptual understanding of a Gain a conceptual understanding of a school-wide framework for academic and school-wide framework for academic and behavior support and systems of preventionbehavior support and systems of prevention

• Identify how function-based support can be Identify how function-based support can be used effectively in instructional settings used effectively in instructional settings across a multi-tiered systemacross a multi-tiered system

School-wide Positive Behavior School-wide Positive Behavior SupportSupport• School-wide positive behavior support is set of School-wide positive behavior support is set of

systemic and individualized strategies for systemic and individualized strategies for achieving achieving both social and academic outcomes while preventing both social and academic outcomes while preventing problem behaviorproblem behavior. .

• Features of School-wide PBSFeatures of School-wide PBS– PreventionPrevention– Define and teach positive social expectationsDefine and teach positive social expectations– Reward positive behaviorReward positive behavior– Arrange consistent consequences for problem Arrange consistent consequences for problem

behaviorbehavior– On-going collection and use of data for decision-On-going collection and use of data for decision-

makingmaking– Continuum of intensive, individual interventions Continuum of intensive, individual interventions – Administrative leadership – team-based Administrative leadership – team-based

implementation (systems that support effective implementation (systems that support effective practices)practices)

(Horner, 2007)(Horner, 2007)

School-wide Response-to-School-wide Response-to-InterventionIntervention• Set of evidence-based practices, providing high quality Set of evidence-based practices, providing high quality

instruction and interventions matched to student need, instruction and interventions matched to student need, monitoring progress frequently to make changes in monitoring progress frequently to make changes in instruction or goals and applying child response data to instruction or goals and applying child response data to important educational decisionsimportant educational decisions

• Features of School-wide RTIFeatures of School-wide RTI– All-education initiativeAll-education initiative– Consensus building, infrastructure developmentConsensus building, infrastructure development– Evidence-based core curriculum, instructional efficacy, Evidence-based core curriculum, instructional efficacy,

measures of formative assessment measures of formative assessment – Treatment integrityTreatment integrity– Scientifically-based interventionScientifically-based intervention– Progress MonitoringProgress Monitoring– Instructional Decision-MakingInstructional Decision-Making– Goal of Goal of acceleratingaccelerating attainment of skill and student attainment of skill and student

performanceperformance– Measure discrepancy from peers, rate of improvement with Measure discrepancy from peers, rate of improvement with

interventionintervention– Accurate identification of instructional and behavioral need for Accurate identification of instructional and behavioral need for

supportsupport

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Levels of Intervention that Impact Development: Levels of Intervention that Impact Development: Integrated School-Wide Systems of Academic Integrated School-Wide Systems of Academic

and Behavior Supportand Behavior Support

Academic Systems Behavioral Systems

Academic SupportAcademic Support Behavior Behavior SupportSupport

School-wideSchool-wide• Universal screeningUniversal screening• Evidence-based core curriculaEvidence-based core curricula• Effective instructional Effective instructional

strategiesstrategiesTargetedTargeted• Flexible, instructional Flexible, instructional

grouping aligned with specific grouping aligned with specific skill and need for supportskill and need for support

• Progress monitoring Progress monitoring • Data-based teamsData-based teamsIntensiveIntensive• Alterable variablesAlterable variables• Individualized intervention Individualized intervention

planplan• Progress monitoringProgress monitoring• Student Study Team supportStudent Study Team support

School-wideSchool-wide• School-wide expectationsSchool-wide expectations• Teach expectations Teach expectations • Prevention via social skills Prevention via social skills

instructioninstruction• Office Discipline Referrals (ODRs)Office Discipline Referrals (ODRs)TargetedTargeted• Simple Functional Behavioral Simple Functional Behavioral

Assessment (FBA)Assessment (FBA)• Group systems for efficient and Group systems for efficient and

flexible intervention programmingflexible intervention programming• Continuous progress monitoringContinuous progress monitoring• Data-based teams Data-based teams • 2-5 ODRs2-5 ODRsIntensiveIntensive• Full FBAFull FBA• 6+ ODRs6+ ODRs• Wrap-around servicesWrap-around services

ValuedOutcomes

Practice Implementation

Identifying& Modifying

Practices

Efficiency

EffectivenessPriority

Continuous Regeneration

Continuous

Measurement

Data-BasedProb.

Solving

Capacity

Building

Horner & Sugai, 2007

The Interaction Between The Interaction Between Academic Performance and Academic Performance and

BehaviorBehavior• Children who struggle to meet academic Children who struggle to meet academic goals are more likely to present goals are more likely to present behavioral challenges. Children with behavioral challenges. Children with behavioral challenges are more likely to behavioral challenges are more likely to have difficulty in meeting academic goals have difficulty in meeting academic goals (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)

• The cyclical relationship between reading The cyclical relationship between reading and behavior can impact the outcome of and behavior can impact the outcome of 10 million, or 17.5%, of the nation’s 10 million, or 17.5%, of the nation’s children, who will encounter reading children, who will encounter reading problems the first three years of their problems the first three years of their education education (National Reading Panel, 2004)(National Reading Panel, 2004)

Early Reading and BehaviorEarly Reading and BehaviorImplications for the Interpretation of Implications for the Interpretation of

School-wide DataSchool-wide Data• Predictor variables for later problem behavior Predictor variables for later problem behavior

in 5in 5thth grade, as evidenced by 2 or more ODRs grade, as evidenced by 2 or more ODRs– End of kindergarten and below benchmark End of kindergarten and below benchmark

performance standards on measures for phonemic performance standards on measures for phonemic awareness, letter naming, and alphabetic principle awareness, letter naming, and alphabetic principle

• Predictor of meeting/exceeding OSA Predictor of meeting/exceeding OSA Reading/Literature in 5Reading/Literature in 5thth grade grade– At or above benchmark on measures for At or above benchmark on measures for

alphabetic principle at end of kindergarten alphabetic principle at end of kindergarten * Clear * Clear and significant correlationand significant correlation

(McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press )(McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press )

Implications for the Interpretation of Implications for the Interpretation of Individual Student DataIndividual Student Data

• Functional Behavioral Assessment validated for use Functional Behavioral Assessment validated for use to inform both integrated and nonintegrated to inform both integrated and nonintegrated intervention in defining effective academic and intervention in defining effective academic and behavior supportsbehavior supports

• Research has replicated effects across studies to Research has replicated effects across studies to demonstrate that function-based interventions are demonstrate that function-based interventions are not only effective, but also more successful than not only effective, but also more successful than non-function-based interventions in changing levels non-function-based interventions in changing levels of problem behavior and academic engagementof problem behavior and academic engagement

(Ellingson, Miltenberger, Stricker, Galensky& Gerlinghouse, 2000; Filter, (Ellingson, Miltenberger, Stricker, Galensky& Gerlinghouse, 2000; Filter, 2004; 2004; Ingram, Lewis-Palmer, & Sugai, 2005;Ingram, Lewis-Palmer, & Sugai, 2005; McKenna, 2006; McKenna, 2006; Newcomber & Newcomber & Lewis, 2004Lewis, 2004) )

Early Reading and BehaviorEarly Reading and Behavior

ImplicationsImplications• Early intervention is criticalEarly intervention is critical

• Both academic teaching strategies and Both academic teaching strategies and behavior support planning will need to be behavior support planning will need to be considered for effective intervention considered for effective intervention(Gunter, Hummel, & Conroy, 1998)(Gunter, Hummel, & Conroy, 1998)

• Intervention may need to be integratedIntervention may need to be integrated

• Use both school-wide displays of data for Use both school-wide displays of data for behavior and academic performance to behavior and academic performance to identify students that may require additional identify students that may require additional support to be successful (e.g. SWIS, support to be successful (e.g. SWIS, Universal Screening data for academic Universal Screening data for academic areas)areas)

Common ThreadsCommon Threads

• Evidence-based practices that lead to positive Evidence-based practices that lead to positive student outcomesstudent outcomes

• Multi-tiered systems of prevention and Multi-tiered systems of prevention and intervention that address the needs of all intervention that address the needs of all students through ongoing assessment and students through ongoing assessment and effective instructioneffective instruction

How do we get there?How do we get there?

Six Key Features to AchieveSix Key Features to AchieveLarge-Scale Application of Evidence-Based Large-Scale Application of Evidence-Based

PracticesPractices1. Focus on 1. Focus on comprehensive outcomescomprehensive outcomes defined by defined by

the values of the social systemthe values of the social system

2. Expand the 2. Expand the unit of analysisunit of analysis

3. Measure 3. Measure processprocess as well as outcomeas well as outcome

4. Make basic principles more 4. Make basic principles more accessibleaccessible

5. Focus on 5. Focus on sustained effectssustained effects

6. Define procedures for 6. Define procedures for scaling-upscaling-up effective effective practicespractices

(Horner and Sugai, 2007)(Horner and Sugai, 2007)

Functional Behavioral AssessmentFunctional Behavioral Assessment

Functional Behavioral Assessment Functional Behavioral Assessment (FBA) can identify situational events (FBA) can identify situational events that trigger and maintain disruptive that trigger and maintain disruptive behavior and provide a logical link behavior and provide a logical link to intervention strategies that to intervention strategies that decrease problem behavior and decrease problem behavior and increase academic outcomesincrease academic outcomes (Burke, Hagen-Burke, & Sugai, 2003; Crone & Horner, 2003; Dunlap, (Burke, Hagen-Burke, & Sugai, 2003; Crone & Horner, 2003; Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991; Filter, 2004; Ingram, Lewis-Kern-Dunlap, Clarke, & Robbins, 1991; Filter, 2004; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; McKenna, 2006; Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; McKenna, 2006; Newcomber & Lewis, 2004; Roberts, Marshall, Nelson, & Albers, 2001; Newcomber & Lewis, 2004; Roberts, Marshall, Nelson, & Albers, 2001; Sugai, Horner & Gresham, 2002) Sugai, Horner & Gresham, 2002)

Functional Behavioral Functional Behavioral AssessmentAssessment

• An evaluation of student behavior to determine An evaluation of student behavior to determine conditions and circumstances that might initiate conditions and circumstances that might initiate or precipitate problem behavior to occur with an or precipitate problem behavior to occur with an outcome of a testable hypothesisoutcome of a testable hypothesis

• An operational definition of problem behavior is An operational definition of problem behavior is writtenwritten

• Systemic data are gathered to identify conditions Systemic data are gathered to identify conditions that predict and maintain problem behaviorthat predict and maintain problem behavior

• Maintaining consequence(s), or function of Maintaining consequence(s), or function of behavior, is identifiedbehavior, is identified

Function-Based Function-Based InterventionIntervention

Attention-Maintained BehaviorAttention-Maintained Behavior • Peer and/or teacher attentionPeer and/or teacher attention• Obtain itemObtain item• Attention-Maintained InterventionAttention-Maintained Intervention• Implication: Behavior SupportImplication: Behavior Support

Escape-Maintained BehaviorEscape-Maintained Behavior• Escape/avoid task or social interactionEscape/avoid task or social interaction• Escape-Maintained InterventionEscape-Maintained Intervention• Implication: Consideration for integrated Implication: Consideration for integrated

intervention (academic and behavior intervention (academic and behavior support)support)

Behavior Support Plan (BSP)Behavior Support Plan (BSP)Big IdeasBig Ideas

• A plan that is clearly linked to the A plan that is clearly linked to the identified function of behavioridentified function of behavior

• Addresses the antecedents and setting Addresses the antecedents and setting events to decrease problem behavior and events to decrease problem behavior and increase replacement behaviorsincrease replacement behaviors

• TeachesTeaches identified replacement, alternate identified replacement, alternate and desired behaviorsand desired behaviors

• Strategies for the reinforcement of Strategies for the reinforcement of replacement behaviors are identified; replacement behaviors are identified; consequence strategies also identifiedconsequence strategies also identified

Designing Effective Designing Effective Environments PBS/FBA/BSPEnvironments PBS/FBA/BSP

• Make the problem irrelevantMake the problem irrelevant– decrease and eliminate the need to decrease and eliminate the need to

engage in problem behaviorengage in problem behavior

• Make the problem behavior inefficientMake the problem behavior inefficient– provide replacement behavior to serve provide replacement behavior to serve

same function as in appropriate behavior same function as in appropriate behavior

• Make the problem behavior Make the problem behavior ineffectiveineffective– do not allow student to access what they do not allow student to access what they

want when presenting problem behaviorwant when presenting problem behavior(Crone (Crone

& Horner, 2003)& Horner, 2003)

Case Study #1: Combined Case Study #1: Combined Intervention for Academic and Intervention for Academic and

Behavior SupportBehavior Support• Shasha – 3Shasha – 3rdrd grade student grade student

• Problem Behavior – fact fluency in additionProblem Behavior – fact fluency in addition

• Intervention – 10 minutes/day fluency with Intervention – 10 minutes/day fluency with computer programcomputer program

• In library, student performance and print-In library, student performance and print-out of activity monitored daily by librarianout of activity monitored daily by librarian

• Weekly progress monitor and check with Weekly progress monitor and check with school psychologistschool psychologist

• Goal identified for performance in fact Goal identified for performance in fact fluency through weekly progress fluency through weekly progress monitoringmonitoring

Case Study #1: Combined Case Study #1: Combined Intervention for Academic and Intervention for Academic and

Behavior SupportBehavior Support• Secondary Problem Behavior: late to library, and Secondary Problem Behavior: late to library, and drifting attention to task during intervention perioddrifting attention to task during intervention period

• Simple FBA completed. Function: Escape from task Simple FBA completed. Function: Escape from task • Motivational strategy embeddedMotivational strategy embedded• Goal for minimum daily performance set based Goal for minimum daily performance set based

upon median of 3 highest scores for accurate fact upon median of 3 highest scores for accurate fact fluencyfluency

• Meet goal for 4 out of 5 days, prize from treasure Meet goal for 4 out of 5 days, prize from treasure boxbox

• When student performance consistently at When student performance consistently at minimum standard, increase goal for performance minimum standard, increase goal for performance in fact fluency for additionin fact fluency for addition

• Daily performance graphedDaily performance graphed

Case Study #1: Combined Case Study #1: Combined Intervention for Academic and Intervention for Academic and

Behavior SupportBehavior Support

• Student was interested and invested in Student was interested and invested in performance on daily score from computerperformance on daily score from computer

• Weekly progress monitoring, permanent Weekly progress monitoring, permanent products from class, and teacher report products from class, and teacher report indicated that student met expectation for indicated that student met expectation for academic performance and no longer academic performance and no longer required interventionrequired intervention

• Intervention was faded Intervention was faded

Case Study #1: Combined Case Study #1: Combined Intervention for Academic and Intervention for Academic and

Behavior SupportBehavior SupportSasha's Progress in Addition Fluency

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Goal Line Internet-Based Fluency Practice Addition of Motivational Strategy

Baseline

Fluency Intervention Fluency Intervention plus Motivational Strategy

Case Study #2: Combined Intervention Case Study #2: Combined Intervention for Academic and Behavior Supportfor Academic and Behavior Support

• Cole – 3Cole – 3rdrd grade student grade student• Problem Behavior – (a) at some risk of not being successful Problem Behavior – (a) at some risk of not being successful

on measures of oral reading fluency (71 words correct per on measures of oral reading fluency (71 words correct per minute in fall); (b) not following teacher direction, head on minute in fall); (b) not following teacher direction, head on desk, fiddle with items desk, fiddle with items

• Full FBA completed. Function: EscapeFull FBA completed. Function: Escape• Validated FBA through functional analysisValidated FBA through functional analysis• Intervention Intervention

– pre-teach lesson from curriculum 5 days each weekpre-teach lesson from curriculum 5 days each week– Self-monitoring system with tape recorder with cues to track Self-monitoring system with tape recorder with cues to track

performance during reading instruction on 1-2 minute intervalsperformance during reading instruction on 1-2 minute intervals• Progress monitoring occurred 3 times weekly (for purposes Progress monitoring occurred 3 times weekly (for purposes

of research)of research)• Goals identified for (a) performance on measures of oral Goals identified for (a) performance on measures of oral

reading fluency, and for (b) increased rates of academic reading fluency, and for (b) increased rates of academic engagement with decreased rates of problem behaviorengagement with decreased rates of problem behavior

Case Study:Case Study: Combined Intervention Combined Intervention for Academic and Behavior Supportfor Academic and Behavior Support

• An effect of integrated intervention An effect of integrated intervention strategies was measured through data strategies was measured through data collectioncollection

• Increased rates of academic engagementIncreased rates of academic engagement• Decreased rates of problem behaviorDecreased rates of problem behavior• Spring benchmark at 109 words read Spring benchmark at 109 words read

correct on measures of oral reading fluencycorrect on measures of oral reading fluency• Met expectation on Oregon State Met expectation on Oregon State

AssessmentAssessment

Case Study #2: Combined Case Study #2: Combined Intervention for Academic and Intervention for Academic and

Behavior SupportBehavior Support

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Function-Based Intervention

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Problem Behavior

Cole’s Performance During Reading Instruction

SustainabilitySustainability• Identify School-wide PBS and School-wide Identify School-wide PBS and School-wide

programs for programs for literacyliteracy in district goals and in district goals and continuous school improvement planscontinuous school improvement plans

• Integrate evidence-based practices into as Integrate evidence-based practices into as many district/school programs as possiblemany district/school programs as possible

• Make data collection, summary and Make data collection, summary and reporting a regular part of school and reporting a regular part of school and district activities (e.g. bring data to every district activities (e.g. bring data to every staff meeting) staff meeting)

(adapted from Oakes and Ingram, 2008)(adapted from Oakes and Ingram, 2008)

SustainabilitySustainability• Develop plan for training of continuing Develop plan for training of continuing

staff, new staff, and studentsstaff, new staff, and students

• Develop ongoing system of monitoring and Develop ongoing system of monitoring and evaluation for school-wide systems of evaluation for school-wide systems of support (fidelity of implementation)support (fidelity of implementation)

• Hold buildings accountable for on-going Hold buildings accountable for on-going assessmentassessment

• Use data to promote visibility by sharing Use data to promote visibility by sharing success with board and community success with board and community

(adapted from Oakes and Ingram, 2008)(adapted from Oakes and Ingram, 2008)

Implications for PracticeImplications for Practice• Intervene Intervene earlyearly! Skill attainment in kindergarten is ! Skill attainment in kindergarten is

critical to academic and behavioral outcomes in 5critical to academic and behavioral outcomes in 5thth grade grade

• Implement core instruction in early literacy with high Implement core instruction in early literacy with high rates of fidelityrates of fidelity

• Use scientifically-based interventions in literacy Use scientifically-based interventions in literacy

• Create efficient and organized strategies for Create efficient and organized strategies for intervention intervention

• Progress Monitor student performance; be prepared to Progress Monitor student performance; be prepared to intensify or fade interventionintensify or fade intervention

• Be creative with time and logistics (e.g. extended Be creative with time and logistics (e.g. extended kindergarten for students requiring additional support)kindergarten for students requiring additional support)

Implications for PracticeImplications for Practice

• Teach expectations for performance Teach expectations for performance and specific skills to all studentsand specific skills to all students

• Review school-wide behavior data on Review school-wide behavior data on a monthly basisa monthly basis

• Have efficient and flexible process for Have efficient and flexible process for targeted intervention (e.g. BEP, HUGS, targeted intervention (e.g. BEP, HUGS, homework club)homework club)

Implications for PracticeImplications for Practice• Access and apply knowledge of FBA Access and apply knowledge of FBA

procedures to effectively link relevant procedures to effectively link relevant academic and behavior intervention to academic and behavior intervention to variables that maintain problem behavior variables that maintain problem behavior (e.g. First Steps to Success in classroom)(e.g. First Steps to Success in classroom)

• Systemically review academic and Systemically review academic and behavior outcomes through a visual behavior outcomes through a visual analysis of data (graph progress analysis of data (graph progress monitoring data) monitoring data)

• Read the data and adjust levels of Read the data and adjust levels of support and instructionsupport and instruction

Websites/ResourcesWebsites/ResourcesResponse to InterventionResponse to Intervention• Federal support: Office of Special Education Programs (OSEP)Federal support: Office of Special Education Programs (OSEP)

http://www.osepideasthatwork.org/toolkit/ta_responsiveness_inthttp://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.aspervention.asp

• NASDSE (RTI video presentations)NASDSE (RTI video presentations)http://www.nasdse.org/publications.cfmhttp://www.nasdse.org/publications.cfm

• Oregon Department of Education resourceOregon Department of Education resource

http://www.ttsd.k12.or.us/district/student-services/oregons-resphttp://www.ttsd.k12.or.us/district/student-services/oregons-response-to-interventiononse-to-intervention

Positive Behavior SupportPositive Behavior Support• Positive Behavioral Interventions and SupportsPositive Behavioral Interventions and Supports

http://www.pbis.org/main.htmhttp://www.pbis.org/main.htm• School-wide Information System (SWIS)School-wide Information System (SWIS)

http://http://www.swis.orgwww.swis.org//

• Project Reach (Intervention Strategies for parents and teachers)Project Reach (Intervention Strategies for parents and teachers)http://www.lehigh.edu/projectreach/http://www.lehigh.edu/projectreach/

Websites/ResourcesWebsites/Resources

Reading Curriculum ResourcesReading Curriculum Resources• Oregon Reading First Oregon Reading First

http://http://oregonreadingfirst.uoregon.edu/curriculum_review.phporegonreadingfirst.uoregon.edu/curriculum_review.php• Florida Center on Reading ResearchFlorida Center on Reading Research

http://http://www.fcrr.org/FCRRReports/CReports.aspxwww.fcrr.org/FCRRReports/CReports.aspx

Assessment: Universal Screening and Progress Assessment: Universal Screening and Progress MonitoringMonitoring

• National Center on Progress MonitoringNational Center on Progress Monitoringgo to: go to: http://http://www.studentprogress.org/chart/chart.aspwww.studentprogress.org/chart/chart.asp

InterventionIntervention• Intervention Central (Academic and Behavioral intervention)Intervention Central (Academic and Behavioral intervention)

http://interventioncentral.org/http://interventioncentral.org/

What Questions Do You Have?What Questions Do You Have?