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Tier two RTI Behavior Interven6ons Lisa Maloney, M.Ed., NCC, NCSC
This presentation: • will compare RTI treatment options at the tier two level. • explain how to develop, utilize and lead a RTI behavior team. • address how to use school-wide screening data and identification of student
problem type to develop student interventions to best meet the students needs. • review two effective interventions, including the social validity and treatment
fidelity of both.
Why RtI? ● Many students struggle academically and exhibit
problem behaviors ○ Some students will misbehave because they “won’t do it,”
and others will because they try and “can’t do it.” ● Behavior and academic success are intimately
connected and need to be intelligently addressed –together
● (Sprague, 2010)
The Behavior-Instruction Connection
Procedure for Academic Problems • Assume student does not
understand instruction/did not learn correctly
• Diagnose the problem • Adjust presentation, use
effective strategies, provide feedback, practice, and review
• Assume student has learned the skill
Procedures for Behavioral Problems • Assume student refuses to
cooperate • Assume student knows what is
right and has been told often enough
• Provide more negative consequences withdraw student from normal context (ISS)
• Provide more negative consequences and maintain removal from normal context (OSS/Expulsion)
• Assume student has learned lesson.
Darch & Kame’enui (2004)
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• Students do not have appropriate skills • Students do not know when to use the
skills • Students have not been taught specific
classroom procedures and routines • Skills are not taught in context
Student misbehavior occurs:
And the School Counselor Says:
How can we create
the behavior support process?
● Help students accept responsibility? ● Place high value on academic
engagement and achievement? ● Teach alternative ways to behave? ● Focus on restoring the environment
and social relationships in the school?
RTI Behavior Model
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Universal Proac6ve Screening
Progress Monitoring
Data-‐based decision-‐making
Evidence-‐based/scien6fically validated interven6ons
Treatment Integrity
Mul6ple 6ers of behavior support
Problem-‐Solving
The 7 BIG ideas of RtII
From a DEFICIT model to a RISK model!
Big Time Conceptual Shi3
SCHOOL-WIDE POSITIVE BEHAVIORAL SUPPORT UNIVERSAL SCREENING
Tier I Interventions (75% to 85% 0f student
population) School-wide Positive Behavior Plan Encompasses
Peer Mediation
Crisis Management Plan
RtI Behavior School-wide Themes
School-wide Rules & Consequences
Olweus Bully Prevention
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West Hempfield Elementary • Schoolwide rules and
expectations posted and taught twice a year
• Schoolwide positive reinforcement – Leader tickets and positive reinforcement (lanyards)
• Olweus Bully Prevention • Peer Mediation • Classroom Lessons (K-5)
• Principal • School Counselor – lead • Intervention Coordinator • School Psychologist (minimal) • Classroom Teachers (one per grade level) • Specialists (Reading, Itinerants, Special
Ed.) • Parents
WHE Tier 1 Team
School-wide Expectations
• Care for Self
• Care for Others
• Care for Property
● School-wide Rules and Expectations (developed by core group and then adopted by faculty) ○ Posted throughout school ○ Students are “taught” rules at beginning of
the year • Classroom meetings and classroom teacher
reinforcements • Refresher in January
○ Students who break rules or expectations • ReTEACH form
○ Students who continue to break rules (minor) or major – ODR
● Positive reinforcement for prosocial behavior – 4:1
Lewis-Palmer, Teri , Horner, Robert H., Todd, Anne W., Sugai, George
Schoolwide Evaluation Tool (SET)
• Description: • The School-wide Evaluation Tool (SET) is
designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. The SET results are used to: 1) assess features that are in place, 2) determine annual goals for school-wide effective behavior support, 3) evaluate on-going efforts toward school-wide behavior support, 4) design and revise procedures as needed, and 5) compare efforts toward school-wide effective behavior support from year to year. Information necessary for this assessment tool is gathered through multiple sources including review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys
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Expecta6ons Defined
Behavioral Expecta6ons taught
On-‐going system for Rewarding Behavioral Expecta6o
ns
System for Respondin
g to behaviorial viola6ons
Monitoring and
Decision Making
Management
District Level
Support Total
2011 4 6 3 6 5 10 0 34 2012 4 7 3 7 6 12 0 39 2013 4 8 4 6 6 12 0 40
0
5
10
15
20
25
30
35
40
45
Points Received
WHE SET results
Why?
Tier 1 should be tight!
65%
75% 77%
55%
60%
65%
70%
75%
80%
Percentage
2011 2012 2013
SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS
Universal Screening
Universal Screening
● SSBD – Systematic screening for Behavior Disorders (Walker & Severson, 1990) is the “Golden Standard” for screening behavior issues.
● Multiple-gating ● Casts a wide net ● Examines both
internalizing and externalizing issues
● High validity and
reliability
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Externalizing Behaviors Internalizing Behaviors
Teacher Ranking Form Teacher Checklist -WSI
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“If you screen, you must intervene” Dr. Kathleen Lane, PBIS Implementers Forum, Hershey PA 2013
SOCIAL SKILLS TRAINING CI/CO PROGRAMS WITH DAILY REPORT CARD MONITORING
Tier II Interventions (10% to 20% of student
population)
• Principal • School Counselor – lead • Intervention Coordinator • School Psychologist • Classroom Teachers (one per grade level) • Specialists (Reading, Itinerants, Special
Ed.)
WHE Tier 2 Team
RTII Behavior Team • Assist in universal screening (observations) • Assist in decision making for student support • Create, and modify CICO system • Act as substitute for Coordinator • Act as mentor (Check and Connect)
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Daily Check-in/Check-out program • Clearly defined
expectations • Instruction on
appropriate social skills • Positive reinforcement • Consequences for
problem behavior • Positive contact with adult
in school • Opportunities for self
management • Home-school
collaboration
(Fairbanks et al., 2007; McIntosh et al., 2009)
CI/CO systems have been studied and found to be very effective as a Tier II intervention for behavior – especially for students who have attention-seeking behavior patterns.
Behavior Education Program (BEP) Sample Grade 3
Goals Be an Excellent Student Today (BEST)
Workshop Reading Specials Lunch Math SS/Sci/Health
Care for Self ✰ Complete homework
assignments ✰ Stay on task
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Care for Others ✰ Be nice to other students ✰ Be nice to adults
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Care for Property ✰ Bring all materials to class ✰ Keep desk neat and clean
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Date: _____________-‐-‐-‐-‐__ Student Name: ________________________________ Rm: ____ Check –in Ini6al: ______ Daily Goal ______% Earned ______ out of _________ Check-‐out ini6al: _____
2 = yes; 1 = so-‐so; 0 = no Comments: ________________________________________________________________________________________ Teacher Signature: ____________________ Date: ______Parent Signature: ____________________ Date: ______
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Small Group Counseling Curriculum
• 12 lessons over eight weeks
• Lessons: • Emotional Strength training • Understanding your feelings • Dealing with anger • Understanding other peoples
feelings • Clear thinking • Positive thinking • Solving people problems • Stress reduction • Goal Setting
Small Group Social Skills Training
• Needs to supported by research (RTII model) • Small group led by school counselor • Intentional to address specific concerns/issues
• Pre-post test data • We use (evidence based): • Skillstreaming the Elementary School Child • Strong Kids • Strong Start • Second Step
• What do you use?
Findings • The purpose of the study was to: – Determine if either CI/CO or Small Groups was
more effective – Determine if either intervention was more
effective with internalizing or externalizing students
– What was the social validity of each intervention – Could the interventionists (school counselors)
implement the interventions with typical resources (treatment fidelity)
#1 #2 #3 #4 SET Score 91.60% 87.50% 91.60% 67.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Axis Title
BEP Fidelity of ImplementaGon Score
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80%
85%
90%
95%
100%
105%
School #1 School #2 School #3 School #4
Lesson #4
Lesson #8
Lesson #10
Strong Kids Fidelity Checklist
Social Validity high for both BEP and Small Group Curriculum
What is social validity and why should I care about it?
• INDIVIDUAL BEHAVIORAL SUMMARY AND INDIVIDUAL BEHAVIOR PLAN
(AS PART OF GENERAL EDUCATION) OR
• FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) AND
POSITIVE BEHAVIORAL SUPPORT PLAN (PBSP) (AS PART OF A SPECIAL EDUCATION EVALUATION)
• WRAPAROUND
• ELEMENTARY STUDENT ASSISTANCE PROGRAMS(ESAP)
• CASSP
Tier III Interventions (3% to 5 % of student
population) • Principal • School Counselor – lead • Intervention Coordinator • School Psychologist • Nurse • P.E. Teacher and Music Teacher • Emotional Support Teacher • Home School Visitor
WHE Tier 3 Team
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S*Team (Elementary Student Assistance Program)
• Referral to outside agency • Functional Behavioral Assessment (Formal or Informal) • Liaison with outside agency (BHRS; family based counseling,
school based counseling) • Team focus on intensive in-school supports
Successful RTI Behavior Programs include:
References
● Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to Problem Behavior in Schools (2nd ed.). New York: The Guilford Press.
● Goldstein, A. P. (1999). The prepare curriculum. Champaign, IL: Research Press.
● McDougal, J. L., Graney, S. B., Wright, J. A., & Ardoin, S. P. (2010). RTI in practice: A practical guide to implementing evidence-based interventions in your school. Hoboken, NJ: John Wiley & Sons.
● McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the Elementary School Child (2nd ed.). Champaign, IL: Research Press.
● McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the Elementary School Child: Program Forms. Champaign, IL: Research Press.
● McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press.
References (cont’d)
● McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood: Program forms. Champaign, IL: Research Press.
● Merrell, K. W. (2007). Strong Kids - Grades 3-5: A Social & Emotional Curriculum. Baltimore: Paul H Brookes Publishing Co.
● Merrell, K. W., Parisi, D. M., & Whitcomb, S. A. (2007). Strong Start-Grades K-2: A Social and Emotional Learning Curriculum. Baltimore: Paul H. Brookes Publishing Co.
● O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior: A practical handbook (2nd ed.). Belmont, CA: Brooks/ Cole Cengage Learning.
● Rhode, G., Jenson, W. R., & Reavis, H. K. (2010). The Tough Kid Tookbox (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
● Sheridan, S. M. (2010). The Tough Kid Social Skills Book. Eugene, Oregon: Pacific Northwest Publishing.
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References (cont’d)
● Sprick, R. (2009). Behavioral Response to Intervention. Eugene, OR: Pacific Northwest Publishing.
● Sprick, R. (2009). Champs: A proactive and positive approach to classroom management. Eugene, OR: Pacific Northwest Publishing.
● Sprick, R., & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students (2nd ed.). Eugene, OR: Pa (Sprick, 2009)cific Northwest Publishing.
● Trolley, B. C. (2009). The School Counselor's guide to Special Education. Thousand Oaks, CA: Corwin Press.
● Walker, H. M., & Severson, H. H. (1992). Systematic Screening for Behavior Disorders (2nd ed.). Longmont, CO: Sopris West.
● Walker, H. M., McConnell, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1988). The Walker Social Skills Curriculum: The ACCEPTS program. Austin, TX: Pro-Ed.
Websites! Click on hyperlinks or follow http address.
These are great sites that I have used in the past!
● Intervention Central ○ http://www.interventioncentral.org/ ● Milwaukee Public Schools – RTI
behavior ○ http://www5.milwaukee.k12.wi.us/
dept/rti/tier-2/behavior/ ● PBIS World ○ http://www.pbisworld.com/ ● RTI for success ○ http://www.rti4success.org/ ● National Institute of PBIS ○ http://pbis.org/
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