Special Education Assessment Article

STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES

PRIOR TO REFERRAL FOR SPECIAL EDUCATION

ASSESSMENT

A doctoral project submitted to the faculty of the

Hufstedler School of Education

in partial fulfillment of the requirements for the degree of

Doctor of Psychology at

Alliant International University, Irvine, California

by

Antoinette Martinez Vallejos, M.S.

March 16, 2010

UMI Number: 3406501

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STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES

PRIOR TO REFERRAL FOR SPECIAL EDUCATION

ASSESSMENT

A doctoral project submitted to the faculty of the

Hufstedler School of Education

in partial fulfillment of the requirements for the degree of

Doctor of Psychology at

Alliant International University, Irvine, California

by


March 16, 2010

Copyright by Antoinette Martinez Vallejos

2010

ALLIANT INTERNATIONAL UNIVERSITY Irvine

The doctoral project of Antoinette Martinez Vallejos, directed and approved by the candidate's Committee, has been accepted by the

Faculty of the Hufstedler School of Education in partial fulfillment of the requirements for the Degree of

DOCTOR OF PSYCHOLOGY

Doctoral Project Committee:

Donald Wofford, Psy.D., Project Supervisor

William Brock, Ph.D., Academic Consultant

Ray Easier, Ph.D., Academic Consultant

3f/(of(o DATE

11

DEDICATION

This doctoral project is dedicated to the reason my heart beats, my daughter,

Sarah Belle Vallejos. She inspires me to be a good role model for young women.

A positive motivator for me during this academic endeavor was remembering my

family's "Support, Support, Support" throughout the years. I thank God for my family

and my friends. Their love, support, patience, and encouragement have helped me

through the pursuit of my doctoral degree.

This is also dedicated to my late husband who always encouraged me to pursue

my doctorate so he could call me "Dr. Hon(ey)."

in

ACKNOWLEDGMENTS

There are so many people I would like to acknowledge for their help and guidance

throughout this endeavor.

My thanks go out to my doctoral project committee. Dr. Don Wofford receives

much gratitude for his guidance as my project supervisor. He was a motivator to help me

complete this project, as well as the Psy.D. program. Dr. Bill Brock was helpful in

organizing my project and gave me much needed feedback. Dr. Ray Easier has been

guiding and supporting me since the beginning of my tenure as a school psychologist in

2001. I appreciate his openness, expertise, and help throughout these years.

Many thanks go to Val Verde USD for allowing me to give my presentation to the

staff at Tomas Rivera Middle School and to Mr. Ernesto Lizarraga, the school's

outstanding principal, for his dedication and leadership to the middle school and to the

people of Mead Valley. A big thank you goes out to the staff of Tomas Rivera Middle

School for their feedback and support throughout the presentation.

I thank my friends and colleagues, particularly Linda S. Wilson and Rick

Aeschliman, for their insight and support while I worked on this project.

To the brilliant ladies of my cohort, you know who you are.. .1 suspect I would

have lost my way without you there to support me. I counted on you to help me keep

focused, striving for my best in order to keep up with you. Thank you.

IV

TABLE OF CONTENTS

Dedication iii Acknowledgments iv List of Tables vii Vita viii Abstract of the Doctoral Project ix CHAPTER I INTRODUCTION 1

Statement of the Problem 1 Purpose of the Project 1 Definition of Term 2 Organization of the Doctoral Project 2 Significance of the Project 3

CHAPTER H REVIEW OF THE LITERATURE 4 Overview 4 Legislative History 4

Public Law 94-142 4 Individuals With Disabilities Education Act 5 Individuals With Disabilities Education Improvement Act of 2004 5

Definition of Emotional Disturbance 6 Assessment for Emotional Disturbance 7 Disproportionate Representation of Minorities 8 Intervention Strategies for Students With Behavioral Issues 11 Pre-Referral Models 14

Student Success Teams 14 Response to Intervention (Behavior and Academic) 15 School-Wide Positive Behavior Support 17

Teacher Perceptions of Referral Process 18

CHAPTER m METHODOLOGY 20 Restatement of the Problem 20 Definitions of Terms 20 Purpose 21 Expected Outcomes 21 Design 21

Program Features 22 Implementation Considerations 22

Program Development 22 Draft Evaluation Tool 22 Draft Curriculum 23 Draft Physical Presentation 23 Expert Review 23

v

Produce Final Project 24 Selection of Field Test Group 24

Field Test 24 Collect and Organize Evaluation Data 25 Task/Timeline 25

Assumptions and Limitations 26 Dissemination Plan 26 Anticipated Results 27

CHAPTER IV OVERVIEW OF RESULTS 28 Overview of Methodology 28

Expert Reviewer Feedback Summary 29 Revisions Based on Expert Reviewer Feedback 30 Field Test Summary 33 Revisions to Presentation Based on Field Test 35

Overview of Results 35

CHAPTER V SUMMARY AND RECOMMENDATIONS 36 Overview of Results 36 Limitations 37 Dissemination Plan 38 Conclusion 39

REFERENCES 40

APPENDICES

A. EXPERT REVIEWER EVALUATION FORM 46

B. VERBATIM EXPERT REVIEW RESPONSES 48

C. IN-SERVICE EVALUATION FORM 50

D. VERBATIM FIELD TESTING RESPONSES 52

E. SUPPLEMENTAL HANDOUT 54

F. IN-SERVICE POWERPOINT PRESENTATION 62

VI

LIST OF TABLES

Table 1: Expert Review Feedback 32

Table 2: Results of Field Test 34

vu

VITA

Antoinette Martinez Vallejos 1995 B.A., Sociology/Anthropology

New Mexico Highlands University Las Vegas, NM

2001 - School Psychologist Intern RCSELPA/CNUSD Riverside, CA/Corona, CA

2001 - M.S., School Psychology National University Costa Mesa, CA

2001-Present District School Psychologist Val Verde USD Perris, CA

Vll l

ABSTRACT OF THE DOCTORAL PROJECT

Strategies for Students With Behavioral Issues

Prior to Referral for Special Education

Assessment

by


Candidate for Doctor of Psychology

Hufstedler School of Education Alliant International University, Irvine

2010

Donald A. Wofford, Psy.D., Project Supervisor

By law, public schools need to exhaust all general education services prior to

referral for special education services (IDEA, 1990). Unfortunately, many teachers are

unaware of the pre-referral interventions they can employ to teach children displaying

behavior problems. The review of literature focused on the following: (a) legislative

history, (b) assessment for special education eligibility under the category of emotional

disturbance, (c) disproportionate representation of minorities in special education, (d)

pre-referral models, and (e) intervention strategies for students with behavioral and

emotional problems. This project helped determine that a presentation regarding

emotional disturbance criteria and pre-referral interventions is useful and

beneficial to general education teachers who work with students with behavioral issues to

help provide appropriate referrals for special education assessment.

Chapter I

INTRODUCTION

Statement of the Problem

In California, for the 2008-2009 school year, 678,105 students received special

education services. Of those students, 27,124 (4%) were eligible as students with an

emotional disturbance. In the Val Verde Unified School District, a school district

servicing parts of Penis, Moreno Valley, and Riverside, California, 1590 students

received special education, and 65 (4%) of those students were eligible under the

emotional disturbance criteria (California Department of Education, 2009).

As research has become progressively available on the topic of emotional

disturbance, much emphasis has been placed on how to provide appropriate pre-referral

services for children who may meet California's education code criteria. By law, public

schools need to exhaust all general education services prior to referral for special

education services (Individuals With Disabilities Education Act [IDEA], 1990).

Unfortunately, many teachers are unaware of the pre-referral interventions they can

employ and feel under-qualified to teach children displaying behavior problems.

Purpose of the Project

This doctoral project describes a process for developing a presentation on

behavior disorders, including emotional disturbance, for middle-school teachers. Based

on research findings pertinent to general educators who teach middle-school students

1

with behavioral issues, the presentation covered information about behavior disorders in

order to promote awareness of emotional disturbance. The presentation included

information on classroom management, as well as interventions that teachers can use to

meet the unique needs of students with behavioral issues and possible emotional

disturbance in order to assist in making appropriate referrals for assessment for possible

special education services. The methods used in the project included expert content

review of the presentation, as well as a field-testing of the presentation.

Definition of Term

Behavioral Issues: For the purpose of this study, behavioral issues include

behaviors that may warrant a referral to the discipline office. Such behaviors include (a)

talking back to the teacher, (b) refusal to work, (c) defiance/disruption, (d) fighting, (e)

bullying other students, (f) making unacceptable noises, (g) off-task behavior, (h)

throwing items across room, and (i) not sitting down as requested.

Organization of the Doctoral Project

This doctoral project begins with a review of pertinent literature related to the

Individuals With Disabilities Education Act (IDEA), emotional disturbance, and pre-

referral intervention strategies. Based on the information gathered, a presentation was

developed to provide an in-service to general education middle school teachers. The

methods include expert content review and field-testing of the presentation. Results will

follow in subsequent chapters.

2

Significance of the Project

The significance of this project was to determine whether a presentation of IDEA,

emotional disturbance criteria, and pre-referral interventions would be useful and

beneficial to general education teachers who work with students with behavioral issues.

The presentation could potentially provide an important source of information for general

education teachers attempting to provide quality classroom management and educational

services to students with challenging behaviors.

3

Chapter II

REVIEW OF THE LITERATURE

Overview

Emotional Disturbance has been one of the country's most discussed eligibility

codes. It is also referred to as Serious Emotional Disturbance. This review of the

literature focuses on the following: (a) legislative history, (b) the definition of emotional

disturbance, (c) assessment for special education eligibility under the category of

emotional disturbance, (d) disproportionate representation of minorities in special

education under the category of emotional disturbance, (e) pre-referral models for

students with behavioral and emotional problems, and (f) intervention strategies for

students with behavioral issues.

Legislative History

Public Law 94-142

In 1975, President Ford and Congress passed the Education for All Handicapped

Children legislation, which aimed to improve educational opportunities for handicapped

children and adults under the provisions of a free appropriate public education. Public

Law 94-142 (Education for All Handicapped Children Act, 1975) provided that all

children and adults ages 3 to 21 be educated in the "least restrictive environment" to the

maximum extent possible. According to the United States Department of Education Web

site (U.S., 2009), in 1970, U.S. schools educated only 1 in 5 children with disabilities,

4

and some states excluded children who were deaf, blind, emotionally disturbed, or

mentally retarded.

Individuals With Disabilities Education Act

In 1990, PL 94-142 was changed to the Individuals With Disabilities Education

Act (IDEA) and was amended to include education for children with disabilities from

birth to age 21. Further amendments included the initiatives for transitions from high

school to living as an adult (U.S., 2009). The 1997 amendments to IDEA dictated that

transition planning begin at the age of 14 and that the Individualized Education Plan

(IEP) must include who is responsible for transition activity. Transition activities include

(a) identifying appropriate employment or other adult living objectives, (b) referrals to

community agencies, and (c) linking to other community resources and follow-up

services.

Individuals With Disabilities Education Improvement Act of 2004

The reauthorization of IDEA was signed into law by President George W. Bush.

The Individuals With Disabilities Education Improvement Act (IDEIA) expanded the

requirements of PL 94-142 and IDEA, as well as made sure that preventive services were

provided to students placed at risk for special education referral or placement (U.S.,

2009).

5

Definition of Emotional Disturbance

Emotional Disturbance (ED) is defined in the Individuals With Disabilities

Education Act (1997) and the Individuals With Disabilities Education Improvement Act

(2004) as a condition exhibiting one or more of the following characteristics over a long

period of time and to a marked degree that adversely affects a child's educational

performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or

health factors; (b) an inability to build or maintain satisfactory interpersonal relationships

with peers and teachers; (c) inappropriate types of behavior or feelings under normal

circumstances; (d) a general pervasive mood of unhappiness or depression; and (e) a

tendency to develop physical symptoms or fears associated with personal or school

problems.

Emotional disturbance includes schizophrenia. The term does not apply to

children who are socially maladjusted unless it is determined that they have an emotional

disturbance (IDEIA, 2004).

The definition of emotional disturbance is ambiguous and has been interpreted

several ways. The social maladjustment exclusion clause has been referred to as

"convoluted, circular, and borders on oxymoronic" (Gresham, 2005, p. 330).

Simmons, Novins, and Allen (2000) conducted an analysis of the existing

definitions of Serious Emotional Disturbance from Circles of Care communities serving

American Indian and Alaskan Native children and their families. In this analysis, it was

noted that seven of the nine grantees produced their own definitions for participation in

their community focus groups.

6

Assessment for Emotional Disturbance

The assessment process is complex, and typical methods of assessment for an

emotional disturbance include multiple sources and multiple methods as an attempt to

obtain a full understanding of a student's learning ability and behavioral and emotional

development. Methods used in the assessment process include (a) interviews, (b)

observations of behavior, (c) behavior rating scales, and (d) psychological testing

(including projective tests).

Guidubaldi, Perry, and Walker (1989) indicated that major improvements with

regard to assessment have occurred, particularly in cognitive measures. These

improvements have led to emphasis on social competence and adaptive behavior.

Wingenfeld (2002) indicated that many students meet diagnostic criteria for more

than one disorder. Attention deficit hyperactivity disorder (ADHD) is one such disorder.

Wingenfeld (2002) reported that 44% of children with ADHD were likely to meet

diagnostic criteria for another disorder, with 11% having at least three other disorders.

The presence of learning disabilities among students with ADHD is estimated to be from

15% to 60% (Wingenfeld, 2002). Another disorder that has a high incidence of co-

morbidity is depression. Wingenfeld also indicated that the high co-morbidity of certain

childhood disorders leads to implications in terms of understanding, assessment, and

treatment.

Tofallo and Pedersen (2005) reviewed hypothetical referral forms to determine

the weight a psychiatric diagnosis had on a school psychologist's decision regarding a

student's eligibility. It was determined that the presence of a diagnosis significantly

predicted the recommendation for special education eligibility.

7

Epstein, Nordness, Cullinan, and Hertzog (2002) investigated the reliability for

long-term test-retest of the Scale for Assessing Emotional Disturbance (SAED), a

standardized, norm-referenced instrument used to determine eligibility for the federal

educational definition of emotional disturbance. The validity of the SAED was compared

to several subscales of the Systematic Screening for Behavior Disorders. The results

indicated that the SAED is reliable and valid for identifying young students who may

meet eligibility criteria as emotionally disturbed.

Forness et al. (1998) studied two cohorts of second-grade students who were

screened for emotional and behavioral disorders (EBD). Students considered at risk for

EBD were at 16.9%, and most of those participants were identified as having disabilities

other than emotional disturbance. Only 4% of the students who were viewed as at-risk

for EBD were identified by the schools as having ED.

Disproportionate Representation of Minorities

The U.S. Department of Education, Office of Special Education Programs

released a series of documents to address final regulatory requirements to IDEIA

regulations. One of the documents focused on disproportionality and over-identification

(U.S. Department of Education, 2007). The IDEIA regulations indicated that the states

must have policies and procedures designed to prevent the over-identification and

disproportionate representation by race and ethnicity of children as children with

disabilities. Each state is also required to provide for the collection and examination of

data to determine whether disproportionality based on race and ethnicity is occurring, as

well as disproportionality based on the particular impairment and academic placement.

8

The incidence, duration, and type of disciplinary actions, including suspensions and

expulsions, are also required in each state's report.

Salend, Duhaney, and Montgomery (2002) indicated that the reasons for the

disproportionate representation of cultural and linguistic minority students in special

education are complex. They recommended the following interventions to address the

issues:

1. Maintain a database to examine issues related to disproportionate

representation.

2. Offer equal access to quality pre-referral and ancillary services.

3. Revise assessment practices, including use of alternative assessment practices

and distinguishing cultural, linguistic, and experiential factors from learning and

behavioral difficulties.

4. Diversify the composition of the multidisciplinary planning team and offer

training.

5. Diversity the composition of the multidisciplinary planning team and offer

training using culturally responsive curricula and instructional strategies and materials

that use culturally appropriate behavior management strategies, promoting family

involvement and empowerment, recruiting and retaining a diverse staff, and preparing

educators to work with diverse learners.

In a review of appropriate ways to serve culturally diverse children who are

eligible for special education due to serious emotional disturbance, Cartledge, Kea, and

Simmons-Reed (2002) indicated that half of the U.S. population is projected to be of

Hispanic, African American, Native American, or Asian/Pacific Islander by the year

9

2050. There is an overrepresentation of minority youth in programs for children with

behavior problems or in the juvenile system. Cartledge et al. indicated that cultural

competency will be required for assessing and treating children with emotional

disturbance and asserted that if early intervention strategies had been in place or if there

were more emphasis on prevention, many of the problems with regard to this

overrepresentation could be lessened.

According to Green (2005), in 2002, the Council for Exceptional Children

indicated that African Americans are twice as likely to be labeled Emotionally Disturbed.

Green (2005) discussed an adaptation of A. A. Ortiz's (2002) "Prevention of School

Failure and Early Intervention for English Learners" to meet the educational needs of

African American students. The three phases include the following: Phase I: Prevention

of School Failure Among English Language Learners, Phase II: Early Intervention for

Struggling Learners, and Phase III: Special Education Referral. The adoption of these

phases would encourage the acceptance of linguistic and cultural diversity along with

collaboration between school and community, beginning with a positive school climate

and using strategies known to be effective for children of color and professional

development. Early intervention is the use of effective and efficient general education

supports and services to improve academic performance of students who are struggling,

thus reducing inappropriate assessment referrals for special education.

Although early intervention is encouraged, it is not intended to keep students from

receiving special education services. If interventions fail and all resources have been

exhausted, it is appropriate to refer students for special education consideration. Green

(2005) indicated that effective prevention and early intervention strategies should

10

"include the voices of cultural brokers" (p. 39), and that they, along with parents, must be

involved in the entire prevention and early intervention process.

Review of the demographics from the Special Education Elementary Longitudinal

Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) (Wagner,

Kutash, Duchnowski, Epstein, & Sumi, 2005) indicated that of the general population in

elementary and middle school, 17.1 to 22.2% are African American. Twenty seven

percent are labeled with emotional disturbance.

Diversity awareness is paramount in today's classrooms, where teachers are

required to educate students who vary in culture, language, abilities, and other

characteristics (Richards, Brown, & Forde, 2007). It is noted that for many students,

there is a gap between the behaviors required at home and at school. The authors

recommended that the teachers, in order to build student success, help bridge that gap.

Intervention Strategies for Students With Behavioral Issues

Carter, Lane, Pierson, and Gleaser (2006) conducted a study on the self-

determination of adolescents with emotional disturbance and learning disabilities from

the perspectives of special educators, parents, and the students themselves. Although

there were differences in the self-determination ratings, it was noted that adolescents with

ED were found to have lower ratings than their learning disabled counterparts, most

notably with differences from the perspective of the teacher. Students with ED indicated

that they had limited opportunity at school and home to engage in self-determined

11

behavior, differing from their parents' and teachers' assessments. This study implies that

teaching self-determination skills may increase positive student outcomes.

Merrell, Juskelis, Tran, and Buchanan (2008) reported on results of three pilot

studies that were conducted to evaluate the Strong Kids and Strong Teens social-

emotional learning programs aimed at increasing students' knowledge of positive social-

emotional behavior. All three studies reported statistically significant positive changes

after receiving weekly 1-hour lessons and associated assignments for 12 weeks. These

results indicated the importance of social and emotional learning as a way to promote

mental health among students in schools.

Wagner et al. (2005) reviewed the Special Education Elementary Longitudinal

Study and the National Longitudinal Transition Study-2 and surmised that children and

youth with ED live in households with multiple-risk factors for poor life outcomes.

Students with ED have multiple deficits in emotional well-being, communication skills,

and academics. It is noted that emphasis is needed in programs that address the entire

child, including academic and behavioral needs.

Culturally Responsive Pedagogy is introduced as a response to support the

achievement of all students. Effective teaching is seen as culturally supported and

learner-centered, where student strengths are "identified, nurtured, and utilized to

promote student achievement" (Richards et al., 2007, p. 64). There are three ingredients

to culturally responsive pedagogy: (a) institutional, which includes the school

administration and its policies and values; (b) personal, which refers to the teachers'

required cognitive and emotional processes; and (c) instructional, which includes

materials, strategies, and activities related to the instruction.

12

Zionts, Zionts, Harrison and Bellinger (2003) interviewed families of urban

African American children who were receiving special education services for severe

emotional or cognitive disabilities about their perceptions of cultural sensitivity

demonstrated by the school district. Six themes materialized: (a) respect for parents and

children by school personnel, (b) perceived negativity toward child and/or parents by the

school, (c) need for information and assistance using community support services, (d)

desire for greater cultural understanding and demonstrated acceptance of differences by

school personnel, (e) issues of quality and training among teachers and other school

personnel, and (f) improved teacher-parent and parent-parent partnerships.

"Culturally Responsive" classroom practices are what Harris-Murri, King, and

Rostenberg (2006) asserted to be appropriate. These classrooms acknowledge the

presence of culturally diverse students and the need for connection to each other, the

teacher, and the tasks required.

Mclntyre (1996) answered in the affirmative to the two following questions: (a)

Can one's cognitive style be misinterpreted as a learning or behavioral disability? and (b)

Could failure to match teaching styles to a student's culturally determined ways of

learning, knowing, and expressing actually create an emotional and/or behavioral

problem? Mclntyre indicated that one of the most common systems of differentiating

cognitive styles is on a continuum from field-independent to field-dependent, which

differ in the strategies and types of materials they incorporate most easily. European-

Americans tend to be field-independent, where learning styles are more impersonal,

analytic, rational, and reason-bound. Most teachers are field-independent and tend to

teach in a field-independent way by promoting individualized work, personal

13

achievement, and competition among students. This teaching style conflicts with the

preferred learning method of the field-dependent students who tend to be more group-

oriented, have proficient social skills in dealing with diverse students, are less

competitive with their peers, and are more sensitive to the reactions of key adults.

Pre-Referral Models

Prevention and early intervention are not intended to discourage teachers from

making referrals for a special education assessment; pre-referral is helpful for preventing

referral of students whose problems result from factors other than a disability (Garcia &

Ortiz, 2006).

Student Success Teams

Pre-referral intervention has been traditionally used for academic problems.

Consistently, boys are more often referred than girls for Student Success Team review,

and they are more often referred for behavior problems than girls (Del'Homme, 1996).

Early identification of students with emotional disturbance may be related to the

exclusion of students with social maladjustment from the ED eligibility criteria. The

exclusion may lead school personnel to not consider behavior and discipline referrals as

signs of potential mental health problems (DerHomme, 1996).

14

Response to Intervention (Behavior and Academic)

Response to Intervention (Rtl) is based on the concept of determining whether a

student is making adequate growth in academic or behavioral performance as a result of

an intervention. According to Gresham (2005), Rtl is a concept found in other fields,

particularly in the field of medicine where physicians use the Rtl principles daily in their

practices. Gresham indicated that the baseline data of weight, blood pressure, and heart

rate are gathered at each appointment. If any of those measures, which are established

benchmarks for typical functioning, are found to be atypical, the physicians may

recommend a change in diet. If, at the next appointment, when the same indicators are

measured again and if they do not show a positive change, then the physician may put a

patient on a specific diet and an exercise regime. If there is no change when the

indicators are re-measured, the physician may prescribe a blood pressure medication.

Gresham (2005) further indicated that several points should be noted in the Rtl

example discussed; first, the intensity of the intervention is increased only after there is

an inadequate response to intervention; second, decisions are based on objective data

(e.g., weight); third, data are based on well-established indicators and benchmarks of

typical functioning; and finally, treatment intensity is based on collection of more and

more data. Gresham asserted that Rtl can be used in the school system to make

educational decisions for students.

Purported advantages of using an Rtl approach in the identification of students

with emotional and behavioral disorders include the following: (a) early intervention for

behavioral difficulties, (b) behavior difficulties conceptualized as at-risk instead of as

15

deficits may lead to a reduction of overrepresentation of certain minority groups, and (c)

focus is on student outcomes (Gresham, 2005).

Stewart, Benner, Martella, and Marchand-Martella (2007) conducted an in-depth

review and meta-analysis of 17 studies of three-tier models of reading and behavior. It

was determined that one or more levels of these three-tier models led to improved reading

or behavior performance. The tiers defined for the purpose of this meta-analysis are

indicated as follows: Tier I implements universal behavioral procedures for all students

for which approximately 80% to 90% of students will respond. In Tier II, behavioral

interventions are implemented in small groups for students who are at risk for school

failure. These interventions are intended for students who have not responded positively

to universal approaches. The students in Tier II may be at risk for future behavioral

problems and are about 5% to 10% of the school population. Tier III is composed of

focused interventions for students (approximately 1% to 5%) who are failing in school

and who exhibit chronic patterns of violent, disruptive, or destructive behavior. They

typically account for 40% to 50% of all behavior disruptions in a school.

Harris-Murri et al. (2006) presented an argument for having a culturally

responsive Rtl approach in order to reduce the overrepresentation of minority groups

regardless of the students' suspected disability. It is reported that there are two versions

of Rtl: the problem-solving model and the standard-protocol model. With the problem-

solving model, research-based interventions are used to address the students' deficits.

The standard-protocol model uses research-based interventions that have been proven

effective with students with similar difficulties.

16

There are four tiers associated with Rtl, as presented by Klingner and Edwards (as

cited in Harris-Murri et al., 2006). The first tier includes quality instruction within the

general education classroom conjoined with ongoing progress monitoring. The second

tier provides intensive interventions, while the third tier enlists the help of fellow teachers

through teacher teaming. The fourth tier includes consideration for assessment of

academic skills and the need for special education. Harris-Murri et al. considered Rtl as

one of the most promising preventive approaches for reducing minority disproportionate

representation in ED.

School-Wide Positive Behavior Support

One of the most promising interventions for use with students with behavior

problems is the School-Wide Positive Behavioral Support. Interventions, such as the

ones implemented in the Algozzine and Algozzine study (2007), consider a practical

approach to improving classroom and school behavior. Their interventions included the

following for increase in positive classroom behavior, as well as for future research

considerations: (a) establishing uniform rules for behavior across grades K-2 and 3-5

classrooms, (b) establishing uniform procedures for addressing rule violations across all

classrooms, (c) systematically monitoring improvements in classroom behavior after

implementing the system, (d) systematically monitoring improvements in other behaviors

after implementing the system, (e) establishing a procedure for managing students who

fail to make progress in the system, (f) identifying critical levels of treatment

implementation for all components of the system, and (g) conducting additional research

of effects across schools with differing demographics.

17

Algozzine and Algozzine (2007) purported that the application of positive

behavior supports helps administrators, teachers, and other school personnel to achieve

socially important behavior changes. Their research suggests that when schools

implement positive behavior interventions and supports at the school level, then teachers

are likely to create classrooms that are positive and that encourage students to be

dynamic, on-task participants in learning.

George, White, and Schlaffer (2007) reviewed two schools that apply school-wide

positive-behavior support and discovered common characteristics of implementation.

These characteristics include (a) leadership, (b) school-wide agreements, (c) class-wide

interventions, (d) resources, and (e) organizational restructuring. The findings of the

George et al. study indicated that school-wide positive-behavior support makes changes

and has the capacity to transform the core behavior patterns within the school; it is also

indicated that meaningful change is possible only if systems are restructured in a manner

that enables change to occur and that any change, if properly managed, can sustain well

into the future.

Teacher Perceptions of Referral Process

Harris-Murri et al. (2006) indicated that a challenge with the use of a culturally

responsive problem-solving model is understanding the reasoning behind the referral for

special education. The general education teacher is typically the generator of the referral.

It was recommended that consideration be made regarding teacher attitudes, perceptions,

expectations, and knowledge. The "why" of the referral should be examined to

18

determine its appropriateness. Often, teachers neglect to consider their contributions to

the students' behavioral and learning patterns (Harris-Murri et al., 2006).

With increasing numbers of students with culturally diverse backgrounds and a

predominantly white female teaching force, cultural misunderstandings are apt to occur

and can affect both parties negatively (Cartledge & Loe, 2001). With school-wide

positive behavior support and cultural sensitivity, positive changes can be made to

support the students as well as the teaching staff.

Daily Behavior Report Cards (DBRC) are often used as an intervention for

students who have behavioral concerns. Chafouleas, Riley-Tillman, and Sassu (2006)

indicated that DBRCs are used with students ranging from preschool to high school for

numerous objectives such as producing academic performance to producing positive

behavior change. In their study, Chafouleas et al. surveyed 1,000 teachers about their use

of DBRCs. Two thirds of responding teachers indicated that they had used versions of

the DBRC in their practices. The wide use of DBRCs did not appear to be limited to a

particular type of situation, although use was more popular among teachers working with

elementary or special education student populations. The teachers also indicated an

overall acceptability for DBRCs as both behavior-monitoring tools and as components in

interventions.

19

Chapter III

METHODOLOGY

Restatement the Problem

Many teachers in the middle schools are unaware of the criteria for special

education eligibility under California Education Code or of the Response to Intervention

model of pre-referral for special education assessments. In addition, many teachers feel

unarmed to work with students who have behavior issues. This study proposed that an

in-service presentation about these topics would be beneficial to teachers.

Definitions of Terms

Response to Intervention: For the purpose of this study, Response to Intervention

(Rtl) is the concept of determining whether a student is making adequate growth in

academic or behavioral performance as a result of an intervention.

Behavioral Issues: For the purpose of this study, behavioral issues include

behaviors that may warrant a referral to the discipline office. Such behaviors included (a)

talking back to the teacher, (b) refusal to work, (c) defiance/disruption, (d) fighting, (e)

bullying other students, (f) making unacceptable noises, (g) off-task behavior, (h)

throwing items across the room, and (i) not sitting down as requested.

20

Purpose

The purpose of this project was to determine whether a school-wide in-service on

special education eligibility criteria and strategies on dealing with students with behavior

issues would be perceived as helpful to teachers.

Expected Outcomes

This researcher anticipated that the teachers who received this in-service would be

more knowledgeable about California Education Code eligibility criteria for special

education, Response to Intervention, and strategies on working with students with

behavior issues. Referrals for assessment for emotional disturbance consideration may be

reduced, and focus can be given to pre-referral strategies and prevention activities.

Design

The content of this project's in-service training was to give teachers an overview

of the California Education Code criteria for students with an Emotional Disturbance,

Response to Intervention, and strategies on working with students with behavior issues.

Emphasis was on giving strategies to general education teachers prior to referral for

assessment for ED due to California's Education Code requirement to exhaust all general

education resources prior to referral for special education services.

21

Program Features

Delivery of in-service was conducted via an in-service training program at a

middle school in Southern California. It was designed as an overview of the California

Education Code criteria for ED, Rtl, and pre-referral intervention strategies.

Implementation Considerations

Due to the high number of referrals for evaluation for assessment for emotional

disturbance, teachers were asked to report if they were more confident in their classroom

management techniques and if they would refer fewer students who are behavior issues

due to the strategies learned in the in-service. More effective classroom management

may affect school-wide discipline issues and lower referral rates for special education

evaluations for emotional disturbance, allowing school psychologists to focus on

prevention strategies rather than intervention strategies.

Program Development

Draft Evaluation Tool

In order to develop the behavioral intervention in-service, anticipated outcomes of

the in-service were considered. These projected outcomes were used to draft an

evaluation tool to be completed by the teachers to provide feedback of their views of the

in-service. Teachers were asked a series of questions using a 5-point Likert scale,

considering the following: (a) how much the in-service increased their awareness of

special education eligibility criteria under California Education Code, (b) their comfort

dealing with students with possible ED or other behavioral issues, (c) what constitutes a

22

referral for an ED assessment, (d) Response to Intervention, (e) data and progress

monitoring, and (f) whether the in-service was helpful in daily classroom management

techniques.

Draft Curriculum

An in-service was designed to include general information about special

education eligibility criteria under California Education Code, emotional disturbance

criteria under California Education Code, Response to Intervention, and strategies for

working with students with behavior issues.

Draft Physical Presentation

A PowerPoint presentation was designed and used to disseminate information and

strategies to teachers regarding special education eligibility criteria, emotional

disturbance eligibility criteria, Response to Intervention, and strategies for working with

students with behavior issues. The school psychologist who is assigned to the middle

school presented the information on the PowerPoint on February 3, 2010.

Expert Review

Prior to the in-service, the school psychologist consulted with a team of eight

expert reviewers to determine whether the content of the PowerPoint presentation was

acceptable and whether it would be useful to teachers. The expert reviewers included

former teachers, practicing school psychologists, and a professor of School Psychology,

all who reside in Southern California. These expert reviewers had extensive knowledge

23

of special education eligibility criteria, including emotional disturbance and Rtl, and are

aware of helpful strategies used to work with students with behavioral issues.

Produce Final Project

After the expert reviewers have given their opinions, corrections, and additions in

regard to the draft physical presentation, the school psychologist produced a final

PowerPoint presentation to deliver to a middle school's teaching staff during the monthly

staff meeting.

Selection of Field Test Group

The selection of a Field Test Group is based on availability and staff needs. In

review of referrals for assessments for Emotional Disturbance, it appeared that of four

middle schools in the Val Verde Unified School District, the school that housed the

Special Day Classes for students with Emotional Disturbance had a higher rate of

referrals. The researcher was approached by school administration indicating that there

was a need for a teacher in-service on emotional disturbance criteria and strategies on

how to work with students with behavior issues.

Field Test

The school psychologist conducted a 45-minute PowerPoint presentation

discussing California Education Code eligibility criteria for special education services.

The in-service focused on Emotional Disturbance and strategies on working with students

with an emotional disturbance at one middle school's scheduled monthly staff meeting.

24

After the presentation, an evaluation form was disseminated, and participants were asked

to complete the form, indicating their assessment of the appropriateness and usefulness of

the in-service content (their agreement of a series of questions using a Likert scale). The

participants were also given the opportunity to make additional comments on the

evaluation form. They were publicly thanked for their evaluations and comments

regarding the in-service they received.

Collect and Organize Evaluation Data

The school psychologist then collected the evaluation forms from the participants.

On a spreadsheet, the researcher tallied the results of the evaluation forms and determined

whether the in-service presentation was beneficial in expanding the teacher's knowledge

of special education eligibility criteria, California Education Code for Emotional

Disturbance, Response to Intervention, and strategies on working with students with

behavior issues.

Task/Timeline

The date of acceptance for this study's proposal was December 15, 2009. The

content of the in-service was considered and completed on December 30, 2009. The

program was discussed with the principal of the middle school, and a date for the in-

service was scheduled on January 10, 2010. The draft evaluation tool, in the form of an

evaluation form, was completed on January 10, 2010. The draft curriculum and draft

physical presentation, in the form of a PowerPoint presentation, was completed by

February 1, 2010. An expert review was conducted on February 1 and 2, 2010.

25

Production of the final project with revisions made using feedback from the expert

reviewers was completed on February 2, 2010. Selection of the field test group was

made on January 10, 2010 when the in-service was scheduled. Field-testing was

completed on February 3, 2010. Collection and organization of evaluation data was

complete by February 8, 2010. Chapters IV and V of the doctoral study were completed

on March 2, 2010. The final defense of this doctoral study was scheduled for March 16,

2010.

Assumptions and Limitations

This doctoral project was completed in Southern California. An assumption is

that the teachers who work in the Val Verde USD have the same concerns regarding their

views of students with behavior issues. There was a limited test population in this study

proposal. Expert reviewers all work or live in Southern California.

Dissemination Plan

Based on the outcome of the evaluation data, this researcher would like to conduct

several in-service workshops with the remaining three middle schools, as well as the

elementary and high schools in the Val Verde Unified School District. This researcher

plans to present this in-service to the Riverside County Special Education Local Planning

Area for consideration in area-wide trainings. Future dissemination plans include

presentation at professional meetings and publication in school psychology-related

newsletters and Web sites.

26

Anticipated Results

Teachers who attended the Emotional Disturbance and Pre-Referral Interventions

in-service training were anticipated to feel more comfortable and confident with their

general knowledge of special education eligibility criteria, particularly when working

with students with the classification of emotional disturbance. They were anticipated to

have more knowledge of Response to Intervention pre-referral activities, as well as a

toolbox of strategies to use while working with students with behavioral issues.

27

Chapter IV

OVERVIEW OF RESULTS

Many teachers in the middle schools are unaware of the criteria for special

education eligibility under California Education Code or of the Response to Intervention

model of pre-referral for special education assessments. Many teachers feel unarmed to

work with students who have behavior issues. An in-service presentation about these

topics was made to 41 general education and special education teachers on February 3,

2010.

Overview of Methodology



issues would be perceived as helpful to teachers. In order to develop the behavioral

strategies in-service, anticipated outcomes of the in-service were considered. These

projected outcomes were used to draft an evaluation tool for the teachers to provide

feedback of their views of the in-service.

An in-service was designed to include general information about special

education eligibility criteria under California Education Code, emotional disturbance

criteria under California Education Code, Response to Intervention, and strategies for

working with students with behavior issues. A PowerPoint presentation was developed

and used to disseminate information and strategies to teachers regarding special

28

education eligibility criteria, emotional disturbance eligibility criteria, Response to

Intervention, and strategies for working with students with behavior issues. The school

psychologist assigned to the middle school presented the information using the

PowerPoint slide presentation program. Prior to the in-service, the school psychologist

consulted with a team of eight expert reviewers to determine whether the content of the

PowerPoint presentation was acceptable and whether it would be useful to teachers.

After the expert reviewers expressed their opinions, corrections, and additions in regard

to the draft physical presentation, the school psychologist produced a final PowerPoint

presentation to deliver to a middle school's teaching staff during a monthly staff meeting.

After the presentation, an evaluation form was disseminated and participants were

asked to complete the form, indicating their assessment of the appropriateness and

usefulness of the in-service content (their agreement of a series of questions using a

Likert scale). The school psychologist collected the evaluation forms from the

participants. On a spreadsheet, the researcher tallied the results of the evaluation forms

and determined whether the in-service presentation was beneficial in expanding the

teacher's knowledge of special education eligibility criteria, California Education Code

for Emotional Disturbance, Response to Intervention, and strategies on working with

students with behavior issues.

Expert Reviewer Feedback Summary

The expert review was conducted in two parts. Two expert reviewers were sent

the PowerPoint presentation via e-mail along with an evaluation form. (Please refer to

Appendix A for the evaluation form.) One of those reviewers indicated that there were

29

no changes necessary; the other indicated that there were minor aesthetic revisions to be

made to the PowerPoint. On February 2, 2010, six expert reviewers were in the audience

of the actual PowerPoint presentation. Their feedback was gained via the same

evaluation form. Of the eight categories proposed, items 1, 2, 6, 7, and 8 were ranked as

either "Agree" or "Strongly Agree." Of the six respondents, two respondents each

marked Item 3 as "Neutral," "Agree," and "Strongly Agree." Item 4 had three responses

each for "Agree" and "Neutral." Of the three respondents to Item 5, two indicated

"Disagree," and one indicated "Agree." Each of the responses was given a number based

on a Likert Scale: "Strongly Disagree" was considered a 1-point response, "Disagree"

was a 2-point response, "Neutral" was considered a 3-point response, "Agree" was a 4-

point response, and "Strongly Agree" was considered a 5-point response.

The expert reviewers recommended more clarification of the California Education

Code criteria for Emotional Disturbance and advised giving examples of each of the

limiting criteria. More discussion on progress monitoring and data collection was

recommended, as well as additional examples of rules, schedules, and how to give

positive student feedback.

Revisions Based on Expert Reviewer Feedback

Based on the Expert Reviewer Feedback, the presenter revised the field tester

evaluation form by deleting two evaluation items: "I have a good understanding of how

Rtl can help with data and progress monitoring" and "The information was presented in a

clear manner." The presenter also added information to the presentation discussion

30

regarding California Education Code criteria for emotional disturbance that included

examples.

Table 1 illustrates the responses given by the eight expert reviewers.

31

Table 1

Expert Review Feedback

Item Strongly Disagree

(1)

Disagree Neutral Agree

(2) (3) (4) Strongly Agree

(5) Mean

1. Teachers will have more knowledge of special education eligibility criteria.

2. Teachers who take this training will have an increased understanding of Rtl.

3. Teachers will have an understanding of the ED criteria per California Education Code.

4.4

4.1

4.1

4. Teachers will have an increased understanding of what constitutes a referral for an ED assessment.

3.6

5. Teachers will have a good understanding of how Rtl can help with data and progress monitoring.

6. This in-service will be useful to teachers' daily classroom management.

7. The information was presented in a clear manner.

8. Overall, this presentation provided useful information about positive behavior interventions and classroom management.

2.8

4.6

4.6

4.7

More discussion was used in the presentation in regard to progress monitoring and

data collection. Examples of rules, schedules, and how to provide positive feedback were

also included in the presentation, though additional slides were not added to the

presentation. (Verbatim responses to open-ended comments can be reviewed in

Appendix B.)

Field Test Summary

Of the 41 teachers present at the Behavioral Interventions In-Service training on

February 3, 2010, at Tomas Rivera Middle School, 31 submitted evaluation forms. (A

sample of the evaluation form can be viewed in Appendix C.) Two of the 31 evaluation

forms did not respond to all six items (i.e., one did not respond to Item 4, and one did not

respond to Item 5). One respondent indicated "Strongly Disagree" to all items while two

respondents indicated "Strongly Agree" to all items.

Items 1 and 4 each received a mean score of 3.9, Items 3 and 5 received a mean

score of 4, and Items 2 and 6 received a mean score of 4.2. In general, the feedback was

positive. Respondents were given an opportunity to provide feedback on the

supplementary materials. (Responses to this opportunity are given verbatim in Appendix

D.) The responses to the Field Test are illustrated by item in Table 2.

33

Table 2

Results of Field Test

Item Strongly Disagree Neutral Agree Strongly Disagree Agree

(1) (2) (3) (4) (5) Mean

1.1 am more aware of special education eligibility.

2.1 have an increased understanding of Response to Intervention.

19

16 12

3.9

4.2

3.1 have an understanding of the ED criteria per California Education Code.

16 4.0

4.1 have an increased understanding of what constitutes a referral for an ED assessment.

16 3.9

5. This in-service will be useful to my daily classroom management.

6. Overall, this presentation provided useful information about positive behavior interventions and classroom management.

14

15 13

4.0

4.2

Revisions to Presentation Based on Field Test

Due to the positive feedback received, the revisions to the PowerPoint

presentation were minimal. On each of the evaluation forms, there was an opportunity to

provide a suggestion for helping students who have behavior issues. Many of those

suggestions were added to the Behavioral Interventions: Tips for Teachers handout. (The

complete handout has been included in Appendix E.)

Overview of Results

In order to determine how effective the in-service was in increasing awareness of

special education eligibility criteria under California Education Code, understanding of

Response to Intervention, and understanding of what constitutes a referral for an ED

assessment, as well as whether the in-service was helpful in daily classroom management

techniques and whether the presentation provided useful information about positive

behavior interventions and classroom management, participants were asked to rate their

level of agreement or disagreement using a 5-point Likert scale.

Overall, there was agreement that the in-service provided useful information for

teachers when dealing with students who have behavioral concerns. Teachers who

attended the in-service training indicated more comfort with their general knowledge of

special education eligibility criteria. They have further knowledge of Response to

Intervention pre-referral activities, as well as a toolbox of strategies to use while working

with students with behavioral issues.

35

Chapter V

SUMMARY AND RECOMMENDATIONS



issues would be perceived as helpful to teachers. Many teachers in the middle schools

are unaware of the criteria for special education eligibility under California Education

Code or of the Response to Intervention model of pre-referral for special education

assessments. Many teachers feel unarmed to work with students who have behavior

issues. An in-service presentation about these topics was made to 41 general education

and special education teachers on February 3, 2010.

Overview of Results

In order to determine how effective the in-service was in increasing awareness of

special education eligibility criteria under California Education Code, understanding of

Response to Intervention, and understanding of what constitutes a referral for an ED

assessment, as well as whether the in-service was helpful in daily classroom management

techniques and whether the presentation provided useful information about positive

behavior interventions and classroom management, participants were asked to rate their

level of agreement or disagreement using a 5-point Likert scale. Each of the responses

was given a number based on a Likert Scale: "Strongly Disagree" was considered a 1-

point response, "Disagree" was a 2-point response, "Neutral" was considered a 3-point

36

response, "Agree" was a 4-point response, and "Strongly Agree" was considered a 5-

point response.

The expert reviewers recommended more clarification of the California Education

Code criteria for Emotional Disturbance and advised giving examples of each of the

limiting criteria. More discussion on progress monitoring and data collection was

recommended, as well as a request for additional examples of rules, schedules, and how

to give positive student feedback. Overall, there was agreement that the in-service

provided useful information for teachers when dealing with students who have behavioral

concerns. Teachers who attended the in-service training indicated more comfort with

their general knowledge of special education eligibility criteria. They indicated that they

have further knowledge of Response to Intervention pre-referral activities, as well as a

toolbox of strategies to use while working with students with behavioral issues.

The results of the in-service responses indicated that there may be limited teacher

preparation in behavior interventions and that in-service presentations on this subject may

be warranted in the future. The behavior intervention strategies could be used as a guide

during universities' teacher preparation classes and during the student-teaching part of

the teacher credential program.

Limitations

One limitation of this doctoral project was the sample size for the field-testing

portion. Teachers involved in the field-testing only represented one middle school from

one school district. A larger sample from within the school district as well as other

37

school districts would provide a wider variety of experiences, additional insight to the

content of the presentation, and additional items to the list of behavior support strategies.

This doctoral project was completed in Southern California. A limitation is that

the expert reviewers and field testers all work or live in Southern California. An

assumption is that the teachers who work in the Val Verde Unified School District have

the same concerns regarding their views of students with behavior issues.

Another limitation to consider is that every student is unique and different and all

the strategies contained in the presentation may not work for every single student, but

there are many that can be used successfully. There is a limited test population in this

study's proposal.

This presentation was specifically designed for teachers at the middle school

level. Though it is possible that the behavior support strategies can be used at the

elementary and high school levels, the development and field-testing occurred at the

middle school level.

Field-testing participants were asked to provide feedback regarding the usefulness

of the presentation to their daily classroom management. While their feedback is

considered valid, the usefulness of the presentation remains to be seen.

Dissemination Plan

This researcher would like to conduct several in-service workshops at the

remaining three middle schools, as well as at the elementary and high schools in the Val

Verde Unified School District. Every school has its unique culture and this presentation

will be used to facilitate discussion about the Rtl model for behavioral intervention and

38

school-wide positive behavioral supports. Many educator roles and duties may need to

be redefined to implement a change in positive behavior supports. This presentation may

be the catalyst the school district needs to make changes toward the Rtl model for

behavior supports and interventions.

This researcher also plans to present this in-service to the Riverside County

Special Education Local Planning Area for consideration in area wide trainings. Future

dissemination plans include presentation at professional meetings and publication in

school psychology-related newsletters and Web sites.

Conclusion

There was agreement that the in-service provided useful information for teachers

when dealing with students who have behavioral concerns. It is a reasonable assumption

that a presentation of this in-service may be beneficial to teachers working at other

middle schools. The positive behavior supports suggested in this doctoral project would

assist teachers in creating optimal learning environments for students with or without

behavioral concerns.

39

REFERENCES

40

References

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Garcia, S. B., & Ortiz, A. A. (2006, March-April). Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children: Council for Exceptional Children, 64-68.

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43

APPENDICES

44

APPENDIX A

Expert Reviewer Evaluation Form

45

BEHAVIOR INTERVENTIONS INSERVICE TRAINING Evaluation of Content of PowerPoint Presentation

Date:

Presenter: Antoinette Martinez Valleios

Circle a number that matches your opinion on each statement.

After this presentation... Teachers will have more knowledge of special education eligibility criteria. Teachers who take this training will have an increased understanding of Rtl. Teachers will have an understanding of the ED criteria per California education code. Teachers will have an increased understanding of what constitutes a referral for an ED assessment. Teachers will have a good understanding of how Rtl can help with data and progress monitoring. This in-service will be useful to teachers' daily classroom management. The information was presented in a clear manner. Overall, this presentation provided useful information about positive behavior interventions and classroom management.

Strongly Disagree

Disagree

2

2

2

2

2

2

2

2

Neutral

3

3

3

3

3

3

3

3

Agree

4

4

4

4

4

4

4

4

Strongly Agree

5

5

5

5

5

5

5

5

One suggestion I have for helping a student with behavior issues is

Additional Comments:

Please complete your evaluation and place it at the assigned place. Your evaluation and comments are much appreciated. Thank you!

46

APPENDIX B

Verbatim Expert Review Responses

47

BEHAVIOR INTERVENTIONS INSERVICE TRAINING Evaluation of Content of PowerPoint Presentation

Q1 One suggestion I have for helping a student with behavior issues is:

Maladaptive versus ED clearly illustrating Establishing a relationship with the student my increase good behavior. Use timeaways, encouraging students to use journaling Social skill groups/counseling? (Don't know if you mentioned these. Sorry Early identification and trying new ideas that are creative & positive. Set up a behavioral contract.

Q2 Additional Comments:

Possibly discussing more about progress monitoring & examples of progress monitoring

Great job. You have a pleasant delivery & speak to the level of your audence [sic]

Nice job! -Slow down & spend more time walking through tier 1. Add sample rules, schedules, +feedback. Also mentioned in class: -role of the "committee" meeting (change from SpecEd elig to pre-referral intervention) -distinguished between approp. Spec ed referral & not.

Great pacing! Good information. Do you want to ask teachers to help parents write a request for ED assessment?

How do they collect data?

48

APPENDIX C

In-Service Evaluation Form

49

BEHAVIORAL INTERVENTIONS INSERVICE TRAINING

Date: Location: Tomas Rivera Middle School

Presenter: Antoinette Martinez Valleios

Circle a number that matches your opinion on each statement

After this training... 1 am more aware of special education eligibility. 1 have an increased understanding of Response to Intervention. 1 have an understanding of the ED criteria per California education code. 1 have an increased understanding of what constitutes a referral for an ED assessment. This in-service will be useful to my daily classroom management. Overall, this presentation provided useful information about positive behavior interventions and classroom management.

Strongly Disagree

Disagree

2

2

2

2

2

2

Neutral

3

3

3

3

3

3

Agree

4

4

4

4

4

4

Strongly Agree

5

5

5

5

5

5

One suggestion I have for helping students with behavior issues is

Please provide feedback on the supplemental materials provided:

Additional Comments:

Please complete your evaluation and place it at the assigned place near the exit as you leave. Your evaluation and comments are much appreciated. Thank you!

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APPENDIX D

Verbatim Field Testing Responses

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BEHAVIORAL INTERVENTIONS IN-SERVICE TRAINING Verbatim Responses

Q1 One suggestion I have for helping students with behavior issues is:

You teach the expected behavior and not punish negative behavior Meta-cognitive. Getting students to think about their thinking, or statements they

make that reveal more about themselves to themselves and others. Grouping with students who are not behavior problems. Giving them leadership

positions. (we do ) Maintain strong positive & corrective reinforcement at site. We teach repeatedly. Stressing the importance of relationships. More of this. Teachers need communication/information on how to help

students. Not taking the behavior personal. For every action there is a reaction, so learn

the back story. Make sure they know the guidelines b-4 punishing them needlessly. Home visits.

Q2 Please provide feedback on the supplemental materials provided:

Useful because we tend to forget those strategies. Great tips that I will implement in my classroom. Good overall and concise coverage of important items, factors, aspects of Rtl Great resources! THE BEHAVIORAL INTERVENTION TIPS HANDOUT IS VERY HELPFUL Looking forward to reviewing the "tips." The list for behavior strategies is great Great resources PPT handout is nice. Information was clear. *love, love, love the Tips for

Teachers! Great reference materials to refer back to when needed. Very useful. Contains some intervention strategies I would not have though [sic]

of.

Q3. Additional comments:

Very informative materials. I am SpEd credentialed and appreciate that this information is not reserved only

for SpEd credential programs. Good job! Congrats - party in May! Thanks for reminding what works! Relax. You know your info...just keep breathing and smiling

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APPENDIX E

Supplemental Handout

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Behavioral Interventions Tips for Teachers

February 3, 2010

Antoinette Martinez Vallejos

Adapted from Wunderlich, K.C. (1988). The teacher's guide to behavioral interventions: Intervention strategies for behavior problems in the educational environment. Columbia, MO: Hawthorne Educational Services.

Strategies to Help Increase Compliance

Briefly ignoring negative responses while waiting for compliance Setting time limits for compliance Using time-outs and requiring to "make up the time" wasted Providing two acceptable alternatives for responding to adult requests in order

to give the student a sense of control over the situation Not allowing the student to change his/her mind after he/she has made a

choice Refraining from authoritarian responses to the student's negative comments Write a contract explaining expected behavior and consequences Structure environment to limit opportunities to misbehave Have the student be a leader of a small group of interest Give the student some responsibilities Reduce activities which could threaten the student Provide the student with many social and academic successes Interact frequently with the student to reduce inappropriate comments and

noises Reinforce student for contributing appropriately (raising hand, comments) Call on the student when he/she is most likely to respond appropriately 1 Allow the student to question what is not understood

Reduce emphasis on competition Walk around the room frequently, stopping around student Limit the student's independent movement on school campus Remove any stimulus triggering behavior Prevent the student from receiving too much stimulation or over-excitement Increase supervision Provide peer role model Structure time for the student Emphasize rules daily Encourage the student to talk to you about any problems before they escalate Teach acceptable ways to express emotions Provide the student with a means for venting (e.g., play dough, joumaling,

running)


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Strategies to Help with Attention Problems

Seat the student in a quiet area away from distractions Make eye contact with the student before giving directions or instructions Seat the student next to a good role model Have a "time away" place for the student to go if he/she needs to work alone Break assignments into smaller segments; provide reinforcement for

completion of each section Help the student set short term goals Remind the student to examine all choices before answering multiple choice

items Use close teacher proximity to improve attention during instruction Make sure directions are clear and specific Have the student repeat directions to ensure they are understood Teach the student how to self-monitor his/her behavior Use a timer to help increase the amount of work completed in a certain

amount of time Use secret signals or cues to remind the student to stay on task B Present instruction at a lively pace. The student should be actively involved by

being given frequent opportunities for response and by using enthusiasm and animation in presenting material.

Remove distracting stimuli Allow the student to participate in activities that interest him/her Set up a physical signal as a reminder to return to task Separate the student from peers who may be encouraging or stimulating the

lack of attention " Help the student get started with tasks Communicate clearly the length of time he/she has to complete the

assignment Check periodically on the status of long term reports and assignments Teach the student to be responsible for keeping his/her notebook organized,

assignments recorded, and homework turned in by graphing, charting, or rewarding when he/she is successful

Try working academically at his/her ability level Adapted from Wunderlich, K.C. (1988). The teacher's guide to behavioral interventions: Intervention strategies for behavior problems in the educational environment. Columbia, MO: Hawthorne Educational Services.

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Strategies to Help With Student Hyperactivity

Vary the type of task required (written, then a group activity) Provide opportunities for frequent breaks Allow the student to run an errand to give him/her an opportunity for exercise Minimize the amount of written work required; emphasize the quality, not quantity Allow the student to do projects or oral reports in lieu of written reports Allow the student to use a computer when possible Structure transition times; review rules and give reminders of what will be happening next


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Strategies to Help Increase Task Completion

Break assignments into "chunks"; he/she may soon learn to do this by him/herself Allow choice of activities or alternate ways to complete the activity when possible Gain eye contact before giving instructions Allow the student to repeat instructions back to confirm his/her understanding Praise the student for staying on-task for extended periods of time Let the student use a timer to structure his/her time


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Strategies to Help with Organization

Provide the student with verbal reminders of necessary materials required for each activity Provide a regular time to organize materials Minimize materials to be kept in the student's desk Check daily organization of binder/folders for subjects Designate a consistent place to put and complete work at home Allow natural consequences to occur as the result of the student's inability to organize or use materials appropriately Use a daily assignment sheet


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APPENDIX F

In-Service PowerPoint Presentation

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Behavioral Interventions Presentation to the staff of

Tomas Rivera Middle School by Antoinette Martinez Vallejos

Candidate for Doctor of Psychology February 3, 2010

Eligibility for special education services is based on...

Federal law J Federal regulations 2 State law State regulations J SELPA guidelines m District policy m IEP team decision

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Disability Categories "_' * Specific Learning Disability -~ Speech or Language Impairment

. . *

* Mental Retardation ;Z -t * Multiple Disability ^ X * 0-5 years old with Established Medical ; Disability ~ ' Z, Traumatic Brain Injury Z~ -- Autism

: Disability Categories, cont. d * ,

. * Other Health Impairment 7" Visual Impairment .7- * Deafness -- * Orthopedic Impairment l~ * Deaf/Blindness I~ * Hard of Hearing - " Emotional Disturbance _- "

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California Education Code Criteria for Emotional Disturbance

A condition exhibiting one or more of the following characteristics over along period of time and to a marked degree that adversely a

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