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Implementing RtI for Behavioral and Social-Emotional Needs in K-12

Implementing RtI for Behavioral and Social-Emotional Needs in K-12

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Implementing RtI for Behavioral and Social-Emotional Needs in K-12

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  1. Implementing RtI for Behavioral and Social-Emotional Needs in K-12 Diana Joyce Nancy Waldron Christopher Raye Tanya Kort University of Florida NASP Conference, March 3rd, 2010 All Presentation Materials Including Sample Reports are Available at

  2. RtI for Behavioral/Social-Emotional • 20% of students will experience some type of emotional or behavioral difficulty • 10% of students will have a diagnosable disorder during their school years • For many, school is only source of behavioral or mental health services • E/BD is 5th largest group under IDEA with largest increase trend in secondary (ages 12-17) • Since 1995 students with E/BD have lowest graduation rate of any disability group (Burns et al., 1995; USDHHS, 1999, USDOE, 2009)

  3. University Research School • K- 12 Enrollment: 1152 students • Stable student population • Racial/Ethnic Composition • 51% Caucasian • 24% African American • 16% Hispanic • 5% Multiracial • 3% Asian • Free/reduced lunch: 26% • Highly trained faculty (78% graduate degrees)

  4. School Improvement RTI Foundations (2001-2006) • Reading Initiative (2001-2006) • Enhanced core instructional practices, use of evidence-based reading intervention programs • Developed standardized progress monitoring assessments & reporting forms • Blended funding to provide intensive intervention • Established RtI Leadership Team (2006) • Assessed school needs; changing roles of instructional support personnel • Professional development leadership team and K-2 teachers

  5. Problem Solving I. Define the Problem Defining Problem/Directly Measure (Achievement/Behaviors) IV. Evaluate Was it Effective? II. Problem Analysis Identify Contributing Variables III. Implement Plan Progress Monitor and Modify if Needed

  6. RtI Tiered Behavioral Interventions Tier I Universal – All Students Positive Behavioral Support: Frequent recognition for appropriate behaviors, proximity control, cueing, build-in appropriate movement opportunities (e.g., Kagan Brain Ex.), predictable structure, positively-phrased and highly visible behavioral expectations. Embedded Social Curriculum: Instruction in prosocial behavior/attitudes. Data Screening: School-wide climate survey, ISS/OSS data, incidence mapping, rating scales for emotional risk and social skills (BESS) Tier II Supplemental, Targeted, Short-Term Observations, FBAs, Behavior Plans: Classroom observations to determine environmental contributors, antecedents, sustaining factors, frequency, patterns across subjects or time-of-day and task demands, self-monitoring or reinforcement plans, DRCs Counseling: Social Skills, Anger Mgmt, Test Anxiety, Friendship Groups Data Progress Monitoring: Tier II data Behavior Plans & Counseling Therapy: Individualized, greater frequency and intensity, often addressing multiple issues simultaneously Multi-agency Plans: Coordinate w/out-side agencies on counseling, behavioral plans, meds, family therapy, juvenile justice, etc. Data Progress Monitoring: Psychological assessment, Tier III data Tier III Intensive, Individual, Long-Term

  7. School Psychology ServicesTier I –Primary Prevention • Screening for children/youth at risk • Interpretation of school-wide data for positive behavior supports • Providing embedded social skills curriculum and/or PBS programs • RtI resource for parents, teachers, administrators, staff

  8. TIER II • Tier II (Small group, supplemental, short-term) • Student Success Team • Define the Problem – Problem Analysis • Records review, observations, interviews, parent conferences • Implement the Plan • Small group counseling (6-8 weeks) • Individual counseling (12-16 weeks) • Social skills, anger management, anxiety, self-regulation • Evaluate • Pre-observations for baseline, repeated observations • Pre- and post-counseling BASC, SSRS • SUDS data

  9. RtI: SST Behavioral Data Sample SSIS - Social Skills Improvement System BESS – Behavioral and Emotional Screening System, T-Scores 10-60 Normal, 61-70 Elevated, 71+ Extremely Elevated ISS = In-School Suspension, OSS – Out-of-School Suspension, SST = Student Success Team

  10. TIER III • Tier III (Individualized, intensive) • Define the Problem – Problem Analysis • Formal FBA • Updated review of work & interviews • Parent conferences with developmental history • Implement the Plan • Behavior management plans, Behavior contracts, Daily or weekly behavior report cards to home • More frequent individual counseling • May require multi-agency collaboration • Evaluate • Pre-observations for baseline, repeated observations • Pre- and post-counseling BASC, SSRS • SUDS data

  11. Tier III Data Sample 1 • Behavior Plan (2nd grade): Classroom Observations Intervention x = 1.4 Baseline x = 5.67

  12. Tier III Data Sample 2 Baseline x = 41% Intervention x = 69%

  13. Tier III Data Sample 3 • Behavior Report Card (4th grade):Teacher ratings Counseling Begins Week 4 Report Card Changed

  14. Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI • Problem-solving model • Assure not lack of appropriate instruction • Team decisions • Evidence-based interventions have been implemented • Evaluation includes: • FBA (if not already completed) • Social/Dev Hx • Observations • Interviews • Review of interventions • Review of academic performance • Assessments to identify contributing factors • Medical eval if precipitating E/BD Full copy of the Florida New Rule Developments for RtI:

  15. Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI • Internal Factors: sadness, mood swings, erratic behavior or fears, phobias, • excessive worrying, thoughts/feelings inconsistent with actual events, • withdrawal • or • External Factors: inability maintain personal relationships, chronic disruptive, • physical aggression etc. • and • Must be present 6 months (not temporary, less than 6 weeks reactions to crisis • or life event) • Manifest in two or more settings • Student needs special education Full copy of the Florida New Rule Developments for RtI:

  16. Lessons Learned • Importance of building capacity for implementation • Importance of professional development • Generally enough needs to continuously have small groups targeting: self-regulation, anxiety, anger management etc. • Behavioral problem-solving team meetings may need to be more readily available than typical quarterly SST • Importance of including parents • Establish a system for data management • Intervention guides the type of data collected • Do not get discouraged

  17. Questions?

  18. Not all Interventions are Created Equal Kendall, 2006

  19. Behavioral RtI Resources Screening Measures, Interventions • Tier I • Behavioral & Emotional Screening System (BESS) • Positive Behavioral Support • Social Learning Curriculum • Bullying Prevention Program, Dan Olweus & Susan Limber, Bullying, Prosocial Behaviors, Conflict, Aggression • Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies. • ACHIEVE: A Collaborative School-based Reform Process, Howard Knoff, Social Skills, Conflict Resolution, Self-regulation, Positive School Climate, • SOS Signs of Suicide Prevention Program • Systematic Screening for Behavioral Disorders

  20. More Behavioral RtI Resources Screening Measures, Interventions • Tier II - III • Aggression Replacement Training, Mark Amendola, Anger Control, Aggression, Moral Reasoning Training • I Can Problem Solve, Myrna Shure, Aggression, Emotionality, Withdrawal, Rejected • Intervention Central, Jim Wright, ADHD, Bullying, Defiance, Peer Tutoring • Life Skills Training, Gilbert Botvin, Self-esteem, Social Skills, Substance Abuse, Social Anxiety, Peer Pressure, • Peace Education Foundation, Conflict Resolution Programs, Peer Mediation, Crisis Management, • Primary Mental Health Project, Deborah Johnson, Mild Aggression, Withdrawal, Shyness, Anxious, Poor Classroom Adjustment, • Second Step, Violence Prevention Curriculum, • Skill Streaming, A. Goldstein & E. McGinnis, Prosocial Skills, Stress Coping, Friendship Building, Sharing • Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

  21. References Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M. Z., & Erkanli, A. (1995). Data watch: Children’s mental health service use across service sectors. Health Affairs, 14, 147-159. Kendall, P. C. (2006). Child and adolescent therapy. New York: Guilford Press. U.S. Department of Education (2009). Twenty-eighth annual report to Congress on the implementation of the individuals with disabilities education act. Jessup, MD: U.S. Department of Education. U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services.