Using Response to Intervention/Instruction (RTI)

with Students Who Exhibit Behavior Difficulties

Carl J. DiMartino, Ph.D., NCSP

cjdimart@uplink.net

KASP

October 5, 2006

Outcomes

Participants will identify:• Ways to analyze behaviors from a

functional behavioral perspective• Ways to determine whether a student

“won’t do” vs. “can’t do” the work• Data collection tools that are simple,

efficient, and user friendly for all consumers (psychologists, teachers, parents)

Outcomes - continued

• Methods of analyzing student data to determine efficacy of treatment

• Data-based, positive behavioral intervention strategies• Effective instructional strategies that impact behavior• Individual and group antecedent strategies to prevent behaviors

from occurring • Individual and group consequence strategies to increase the use of

replacement behaviors• Individual and group consequence strategies to decrease the target

behaviors

Behavior Mantra:

“It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

If you’ve told a child a thousand times

and she/he still doesn’t understand,

then it is not the CHILDwho is the slow learner!

Walter Barbee5

The Behavior-Instruction Connection

Procedures for Academic Problems Procedures for Behavioral Problems

*Assume student is trying to make the *Assume student is not trying to make correct response the correct response

*Assume error was accidental *Assume error was deliberate

*Provide assistance (model-lead-test) *Provide negative consequence

*Provide practice *Practice not required

*Assume student has learned the skill *Assume student will make the right and will perform correctly in future choice and behave in future (as a

result of the application of the negative consequence)

Infrequent Errors

The Behavior-Instruction Connection

Procedures for Academic Problems Procedures for Behavioral Problems

*Assume the student has learned *Assume student refuses to cooperate the wrong way

*Assume student has been taught *Assume student knows what is right (inadvertently) the wrong way and has been told often enough

*Diagnose the problem *Provide more negative consequences withdraw student from normal context

*Adjust presentation, use effective *Provide more negative consequences instructional strategies, provide maintain removal from normal context feedback, practice & review

*Assume student has learned the skill *Assume student has learned his/her lesson

Frequent Errors

Behavioral Framework

A B CFORM

FUNCTIONSLOW TRIGGERSFAST TRIGGERS

REWARDPUNISHMENT

Behavioral Systems

Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Universal InterventionsAll studentsPreventive, proactive

Academic Systems

1-5% 1-5%

5-10%5-10%

80-90% 80-90%

Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Universal InterventionsAll settings, all studentsPreventive, proactive

PBSS Primary Prevention

Positive School and Classroom ClimatesEffective Classroom InstructionEffective Instructional Grouping

Effective Classroom ManagementStudent Instruction in “Zones of Success”

Social Skill Instruction and UseWell-Designed and Implemented

Accountability SystemsConsistency

Student Modifications & AccommodationsEarly Intervention

PBSS Secondary Prevention/Strategic Intervention Programs

Peer/Adult Mentoring ProgramsPeer/Adult Mediation Programs

Strategic Behavioral Interventions (Behavioral Matrix Intensity II and III)

[Response Cost, Positive Practice/Restitutional Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.]

Small Group Social Skills/Socialization TrainingAnger-/Emotion-/Self- Control Training

Attention-Control Training

Special Situation Groups: Ex. Divorce, Loss, PTSD, Self-Concept

PBSS Tertiary Prevention: Intensive Needs/Crisis Management Programs

Individual Counseling/Behavior Therapy(Behavioral Matrix Intensity III and IV)[Relaxation Therapy, Desensitization,

Cognitive-Behavioral Strategies, etc.]

School-Based Mental Health Services

Intensive Wrap-Around/Continuum of Care Programming

Antecedent*

Pay close attention to:

• The activity

• The adult(s)

• The peer(s)

• The location/environment

• The demand or request

Nothing is not an option!!!

Antecedent Manipulation Will reduce inappropriate behavior by 30% ( aggression, time off task, refusal) Keys:• supervision• appropriate command• follow through

Bill Jenson

Establish Classroom Rules

• Examples–Turn in completed assignments on time.

–Sit in your seat unless you have permission to leave it.

–Do what your teacher asks immediately.

–Raise your hand and wait for permission to speak.

–Keep hands, feet and objects to yourself.

–Walk, don’t run, at all times in the classroom.

–Work when you are supposed to.

• Non-Examples– Be responsible.– Be a good citizen.– Pay attention.– Demonstrate respect for

others.– Do your best.– Be polite.– Maintain appropriate

behavior in the classroom

– Take care of your materials

Classroom RulesProcedures vs. Routines

• What are procedures?– Detailed descriptions of

those events that occur once in a while

– For example• How to come into the

auditorium• How to act when an

authority figure enters the room

• Teach procedures!

• What are routines?

– Descriptions of events that occur daily or frequently

– For example• Pencil sharpening• Hanging up coats• Taking attendance• Heading papers

• Teach routines!

Antecedent Interventions

Guidelines for Commands • Be specific and direct. Get attention, describe what

student is to do. Follow command with period of wait time (5 seconds or more) in which student allowed to respond. Praise compliance promptly.

• Use “do” vs. “stop” commands when possible (4-5:1).• Give only one request or command at a time.• Do not argue or prompt following command.• If student does not comply, repeat command once

(“You need to…”). If no compliance, use mild preplanned consequence.

• Give commands within close proximity to student.

Antecedent Interventions

Deal with Difficult Behaviors• Provide frequent non-contingent attention and

interaction

• “Fix” difficult tasks

• Build behavioral momentum– Ask for 2-3 likely behaviors before an

unlikely behavior.

• Prompt incompatible, desired behavior

Behavior is an…

observable and

measurable act of

an individual

Behavior:-running out into the hallway -hitting desk with fist-completing schoolwork early-yelling expletives in class-writing and passing notes to classmates

Not:-bad attitude-lazy-low self-esteem

-frustrated-control, power-angry-lack of motivation-disrespectful

Behavior: an observable and measurable act of

an individual

Descriptions vs Labels

Functional Behavior (6+) versus DSM

Fails to give close attention to details Attention-Deficit Makes careless mistakes Hyperactivity Disorder Difficulty sustaining attention to tasks Does not seem to listen Fails to finish work/requests Difficulty in organizing tasks Often loses things necessary for tasks Forgetful in daily activities Talks excessively

Examples of Target Behavior Definitions

Kim does not comply with teacher requests.

Andy is hyperactive.

Billy is withdrawn.

Form

Function

Behavior

Consequences are what happen when rules are

broken or followed.

Consequences for Misbehavior

• Implement consequences calmly and consistently (boring levels of consistency--bore them into submission)

• Implement consequences immediately in the setting in which the infraction occurred

• Use the vocabulary of the rules to reinforce the rules

• Make sure the “punishment fits the crime”

Behavior Consequence R or P

In a typical middle school classroom the teacher completes her lesson and requests that the students copy their homework assignments. Target student stands up, throws a piece of paper and begins to clown around with peers in his group, laughing loudly. When the teacher gives him additional directions, he answers her back.

Analyze the Scenario

Measurable Goals• Measurable goal has 4 parts

– Condition – Condition under which behavior is performed

– Student’s name– Clearly defined behavior – clearly defined,

observable behavior– Performance Criteria

• Performance criterion – functional performance level• Number – number of times behavior is performed at

criterion level• Evaluation schedule- frequency of assessment

Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children

Data Collection Tools

Measuring Adequately

• To pick an appropriate data system

– Choose a data system based on how you wrote your objective

– Create efficient data systems

– Write the steps in the objective clearly for multiple “teachers” to use

Measuring Adequately

• Descriptive• Observational• Interval (time

sampling)• Frequency/event

• Duration• Latency• ABC Chart• Scatter plot

Choosing a Data System

Question of Interest Dimension to Measure

How often? Each Event(Frequency, Rate, or Percentage)

How long? Duration

How long to begin the behavior?

Latency

Rate of Response

Rate of response is a frequency measure because it records the number of behaviors

occurring in a unit of time. It is usually expressed in responses per minute or

responses per hour

Percentage of Response

Percentage describes the proportion of certain events occurring out of a total of

possible opportunities.

Duration

The length of time an event occurs. It is determined by timing from the beginning of

a behavior to the end.

Duration

• Focus is on amount of time individual engaged in specific behavior

• Total amount of time in which targeted behavior occurs• Record

– Total duration• Total time engaged in observation period

– Percentage of time• Total time divided by observation time

– Each occurrence• Frequency/duration of each occurrence

• More time consuming; more complex to record

• Yields total duration, percentage, and average/range of duration per occurrence

Latency

The length of time between the presentation of a cue, command or prompt and the

student’s response to that cue. It is determined by the timing from the end of the

cue to the beginning of the response.

Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Children.

Sample Data Collection Sheet

Date Morning Latency Afternoon Latency

4/1 80 seconds 120 seconds

4/2 53 seconds 97 seconds

4/3 100 seconds

135 seconds

4/4 63 seconds 99 seconds

4/5 40 seconds 105 seconds

Average Latency 67.2 seconds

111.2 seconds

Student: Charles Behavior: Begins center clean-up when requested

Dates: 4/1-4/5, 2002 Observer: Fields

Setting: Morning and afternoon free play

Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Children.

www.interventioncentral.org

http://www.usu.edu/teachall/text/behavior/LRBI.htm

http://iris.peabody.vanderbilt.edu/onlinemodules.html

http://www.aimsweb.com/products/rti.htm

http://challengingbehavior.fmhi.usf.edu/index.html

http://www.behavioradvisor.com/

Weekly Time On Task During Math

Weekly Time On Task During Math

ASSESSMENT

DESIGN OF INSTRUCTION, SERVICES

& SUPPORTS (IEP)(Steps 1-3)

IMPLEMENTATION(Step 4)

MONITORING/ONGOING ASSESSMENT

(Steps 5-7)

Another Way of Looking at the Another Way of Looking at the Cycle of InstructionCycle of Instruction

Remediating Skill DeficitsLink behavior assessment and intervention with instruction in the area of the identified skill deficit.

•Communication•Social •Academic •Sensory

*Challenging behavior should not be viewed as a barrier to teaching communication, social skills, academic skills, or sensory regulation.

InterventionsInterventions should:

Be linked to the results of a data-based functional assessment that answers the question

“WHY is the referred problem occurring?”

Intervention Plans should identify:

Short-term outcomesLong-term outcomesImplementation steps and needed resourcesTime-frame needed before outcomes will be seenHow implementation integrity and outcomes

will be evaluated

Changing Behavior Successfully• Prioritize and only work with one or two

behaviors at a time• TEACH TEACH the behaviors you want the

student to exhibit• Require only gradual improvement in

behavior• Use procedures that are easily

implemented and inexpensive

Remember long term solutions: skill deficitsRemember long term solutions: skill deficits

Teaching Desired Behavior

• Use and then fade prompts to increase the likelihood of appropriate behavior

• Pair social reinforcers with tangible or activity reinforcers

• Use immediate consequences whenever possible

• Thoroughly organize and precisely introduce the program to the student

Summary Statement

Trigger/AntecedentProblemBehavior

MaintainingConsequence

Antecedent Strategies New SkillsConsequence

Strategies

Summary StatementTrigger/Antecedent Problem Behavior

MaintainingConsequence

Antecedent Strategies New SkillsConsequence

Strategies

1. Participating in group discussions2. Writing assignments

unrelated comments without permission

1.obtain peer /adult attention2. Obtain feedback/help

1.Seek attention in appropriate ways

1. Participate in group discussions

2. Ask for feedback or assistance on writing tasks

Social and tangible reinforcement for displaying new skills in classes and for reducing talkouts

Reminder card for talkouts

1.Teacher cues and discreet pre-correction during group discussions

1. Active student response opportunities in classes

1-2. Frequent teacher feedback

2. Scaffolding of writing assignments with peer and teacher feedback

Using self monitoring strategies, Josh will increase time on task to 20 minutes, while working independently in math class.

Choose a data system:

Create a tool to collect the data:

Create a visual display:

In other words,

Think of the decision making process as a “formative and continuous feedback loop”. . .

Effect Size

• Reinforcement -.86

• Punishment -.78

• Combined -.97

Students with serious and challenging behaviors are

governed by contingencies NOT rules!

REMEMBER!

Dependent—the reinforcer for the group is dependent upon the performance of an individual student or a small group

Independent—contingency is presented to all members of a group but reinforcement is delivered only to those who meet the criterion outlined

Interdependent—all of the individuals of the group must meet the criterion of the contingency before any member receives reinforcement

Group Contingencies

Classroom (Group) Contingencies

-Programs set up to change the behavior of groups of students

Use when:•General level of disruptiveness: a number of students

performing disruptive behaviors

•One student acting out- do not want to reward that one student and not others

•When it is difficult to determine who is responsiblefor the inappropriate behavior

Classroom (Group) Contingencies

DIFFERENTIAL REINFORCEMENT OF LOW RATE OF RESPONSE (DRL)

ex. Excessive audible burping during the Pledge of Allegiance

baseline 35 of per each performance if there are 20 or fewer, the class gets donut holes after students get the entire reinforcement or nothing (all or none) as soon as class receives award, then # is reduced until get to zero

Shapes behavior nicely--changes behavior in gradual stepsUsed to decrease rates of behaviors occurring too often

Classroom (Group)Contingencies

USING UNPREDICTABLE TIMINGS TO CATCH APPROPRIATE BEHAVIOR

PROGRAM: *Check the behavior when the timer goes off

*Set the timer to go off at unpredictable times7 min, 32 min, 3 min, 4 min, 27 min

*Reward = minutes of free time for each successful check

Variation: use different sounds or sayings instead of just a timer ex. “Go on make my day”, “Yo”…

These can be found on-line

Classroom (Group) Contingencies

BEAT YOUR OWN BEST SCORE

To increase fluency for academics or behavior

ex. *Math worksheet- # problems correct in one minute*grade immediately, record score*can use it as a reinforcer because kids love this game

Chuck: 17, 19, 18, 23, 23, 21, 25

Classroom (Group) Contingencies

RESPONSE COST Amazingly powerful technique--usually works well and works quickly Use in conjunction with reinforcement system

ex. Swearing Class starts the day with an EXTRA 10 minutes of activity time at the end of the day Minutes are posted on the board Each time someone swears a minute is taken away

REPLACEMENT BEHAVIOR

SWEARINGESCAPE TASK

DEMANDS (WRITING)

Function

Behavior

REPLACEMENT BEHAVIOR

SWEARING

ESCAPE TASK DEMANDS (WRITING)

REQUEST A BREAK

Behavior

Function

REPLACEMENT BEHAVIOR

SWEARING ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

ESCAPE TASK DEMANDS

(SPECIFICALLY WRITING)

REQUEST A BREAK

SWEARING

!?!?EXTINCTION

1

2

Replacement Behavior Components:

*Identify functionally equivalent replacement behavior.

*Replacement Behavior (teaching and maintaining)

Consider…•Is the replacement behavior effective and efficient for the student to use?•The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)

Replacement Behavior

Replacement Behavior

Identify a plan for instruction in the replacement behavior

Identify plan for systematically adjusting the use of the replacement behavior requirements over time (based on data and reliant upon instruction)

Presentation adapted from the

Pennsylvania Training and Technical Assistance Network

Training Materials

Dr. Howard KnoffProject ACHIEVE

cjdimart@uplink.net