Response to Intervention Model:

1. Response to Intervention Model: What does it mean for students with emotional and/or behavior disorders?

2. Presentation to the Texas Educational Diagnosticians Association, April 21, 2006 • Presenter info • Presentation Purpose • Intended Outcomes

3. Presentation Purpose This purpose of this presentation is to discuss the implications of the RtI model for students with or may be at risk for E/BD including: • Current Policy • The response to intervention model within a comprehensive system of PBS • Review of evidenced based practices (or interventions) for students with E/BD • Future directions and challenges for individuals involved in the assessment and identification process of students with disabilities

4. Intended Outcomes • Increase your understanding of the RtI model and how it applies to students with E/BD • Identify evidence-based practices for students with E/BD that will assist in identification and program planning • Help bridge the research-to-practice gap.

5. Current Educational Policy • NCLB Requirements (SBI, HQ, Reading, Accountability) • IDEIA 2004 (SBI, HQ,Reading, Accountability) • These two key pieces of legislation are clearly aligned and contain several overlapping themes.

6. According to the general provisions contained in Part A of the IDEIA (5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by: (F) providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the needs to label children as disabled in order to address the learning and behavioral needs of such children. According to the NCLB Executive summary To accomplish this goal, the new Reading First initiative would significantly increase the Federal investment in scientifically based reading instruction programs in the early grades. One major benefit of this approach would be reduced identification of children for special education services due to a lack of appropriate reading instruction in their early years. For Example:

7. What does this mean? • Emphasis on Reading • Emphasis on Early Interventions • Emphasis on SBI and EBP • Emphasis on reducing the number of Special Education referrals

8. Furthermore IDEIA 2004 Recently the reauthorization of IDEIA and the proposed regulations have allowed changes in the manner students with LD are being identified that allows the LEA to: • In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).

9. How does this apply to students with EBD? • Students with behavioral disorders have an established pattern of underachievement in reading, and • Reading difficulties have a strong link to conduct disorder and delinquent behavior in older students (Weaster, 2004) • In addition to problem behavior, students with E/BD exhibit low rates of task engagement and completement, limited content knowledge, and limited academic skills particularly in the area of reading (Gunter & Denny, 1998; Nelson, et al. 2004). • Across all 12 SPED categories according to the SEELS, 40%-easily distracted, 25%-inpulsive, 7-10% Depressed or lonely according to their teachers. • Children in the LD category also had a high rate of suspensions and expulsions (Forness, 2005).

10. Education and service-related experiences • Students with E/BD are more likely to be identified in secondary school, when compared with other students with disabilities(Wagner, Newman,& D’Amico, 1995; Wagner et al., 2005) • Walker et al., (2000) suggest that the majority of students at risk for E/BD are not identified until well after the point that early interventions would have been able to make a positive impact. • Many students who would benefit from E/BD services are placed into programs for students with LD (Forness &Kavale,2001). Often students with E/BD are placed into programs that emphasize behavior support and do not receive adequate academic support. • Many students are underidentified and do not get necessary services/interventions for a variety of reasons.

11. So again the question is:How does this apply to students with EBD?

12. School-Wide Systems of Early Identification and Interventions • Students with learning and/or behavior problems can benefit from a comprehensive schoolwide approach that applies empirically sound practices in a coordinated, systematic manner.

13. Response to Intervention as a Basis for Selecting Appropriate and Effective Interventions • Evidenced-Based practices/interventions have been identified and shown to be an effective way to reduce problem behavior in all students, including those with E/BD. (See PBS and TBSI) • When combined with the RtI model, students with E/BD may access services before problem behavior patterns have had time to become more resistant to change

14. RtI Defined • Gresham (2004) defines RtI as the change in behavior or performance as a function of intervention. • An academic or behavioral intervention must have a basis for deciding whether to maintain, modify, intensify, or withdraw it. • A student’s lack of response to an evidenced-based that is implemented with integrity serves as the basis for intensifying, modifying, or changing and intervention in a RtI model. • RtI is based on the notion of discrepancy between pre-and post intervention levels and is consistent with a problem-solving model (Gresham, 2004).

15. Using an integrated model that combines RtI with PBS will help meet the academic and behavioral needs of students with or at risk for E/BD • While additional research is needed in using the RtI model as an effective way to identify students with disabilities, it is a useful, viable prereferral and early intervention model that (a) provides early intervention, does not require a “label” (b) uses scientifically-based, evidenced-based practices to address the learning and behavioral needs of all children, including those with E/BD (c) Works within the framework of a comprehensive PBS system (d) Helps meet the federal requirements, while improving educational outcomes for all students, including those with E/BD

16. Components of the RtI Model(according to The National Joint Committee on Learning Disabilities, 2005) 1. High-quality, research-based instruction and behavioral supports in general education.  2. Scientific, research-based interventions focused specifically on individual student difficulties and delivered with appropriate intensity. (and integrity)   3. Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.   4. Data-based documentation reflecting continual monitoring of student performance and progress during interventions.

17. Components of the RtI Model(according to The National Joint Committee on Learning Disabilities, 2005) 5. Documentation of parent involvement throughout the process.   6. Documentation that the timelines described in the federal regulations are adhered to unless extended by mutual written agreement of the child’s parents and a team of qualified professionals.   7. Systematic assessment and documentation that the interventions used were implemented with fidelity.

18. While many models of RtI have been proposed, the following three-tiered model contains the basic framework. • Tier 1: High-quality evidenced-based instructional and behavioral supports are provided for all students in general education (by “highly qualified” teachers). • Tier 2: Students whose performance and rate of progress lag behind those of peers in their classrooms, school, or district receive more specialized prevention or remediation within general education (Problem solving, prereferral stage). • Tier 3: More intensive, individualized support which may include a comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education.

19. Examples of 3-Tiered Models of Support http://www.pbis.org/schoolwide.htm used with permission

20. 3-Tiered Reading Model • RtI • http://www.texasreading.org/3tier/levels.asp

21. Merrell, K.W., & Walker H.M. (2004) Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the field forward. Psychology in Schools, 41, 899-909. Used with permission.

22. Matching Intensity of Intervention to Problem Severity • Progressive levels of intervention • Changes to duration and frequency of intervention • Progress Monitoring • Use of evidenced-based interventions • Example of progressive intervention levels (O’Shaughnessy, Lane, Gresham, & Beebe-Frankenberger,2003).

23. Evidence-Based Interventions for Students with E/BD Evidence-based interventions can be defined as: • Grounded in scientifically based research. • Research that uses randomized assigned samples is frequently cited as the “gold standard” of scientifically based interventions in NCLB • A range of effective interventions for students with disabilities has emerged from single-subject research methods (Horner et al., 2005). • Demonstrate both efficacy and effectiveness

24. Efficacy: Refers to Intervention outcomes that are produced by researchers under ideal conditions. (i.e. resources, training, fidelity, support) Effectiveness: refers to socially valid intervention outcomes under normal circumstances. (Walker, 2004). Efficacy and Effectiveness

25. Examination of EBP Lewis et al. (2004) used a four-phase review process to identify evidence-based interventions that demonstrated increases in appropriate social behavior and/or decreases in inappropriate social behavior. By examining the last 5 years of leading journals focusing on issues of social behavior and students with E/BD (e.g., Behavioral Disorders, Journal of Emotional and Behavioral Disorders, Journal of Behavioral Education).

26. Praise/positive environment. Positive behavior support/social skills instruction. Functional behavioral assessment-based interventions. Self-management/ monitoring. Use of procedures and routines Components of behavior management systems. Curriculum-based assessment/measurement. Learning strategies instruction. Direct instruction Mediated scaffolding. Curricular and material modifications. Effective lesson components. (Lewis et al., 2004) Numerous effectiveevidence-based practices were identified including:

27. Evidence-based Social behavior Change (narrowed the criteria) Four Practices that can be considered researched based • Teacher praise/reinforcement; • High rates of opportunities to respond during instruction; • Clear instructional strategies, including direct instruction; and • PBS, including school-wide, FBA-based individual plans, and self-management.

28. Assessment: Universal Screening Teacher nomination Archival data analysis (ODRs) (Wright & Dusek, 1998; Interventions/ Preventions Schoolwide PBS Prevention Curriculum Social Skills training Positive School Climate (Goal is to prevent/reduce) Universal Interventions/Assessments

29. Universal Screening • Systematic Screening for Behavior Disorders (SSBD) (Both internal and externalizing behaviors) (Walker & Severson, 1992; Walker & Severson, 1994) • Social Skills Rating System (SSRS; Gresham & Elliot, 1990) • School Social Behavior Scales (SSBS,Merrel, 1993) (Brief-10 minutes) • ODR analysis (Schoolwide Information System, SWIS) Universal Screening can be combined with RtI allowing for proactive identification of students and establishing baseline data in which to measure the response to the intervention.

30. Assessment Review of data Behavior rating Scales FBA Interventions Mentoring Small group supplemental adaptive behavior instruction (see blueprints) Increased support Cognitive-Behavioral Interventions Secondary/Selected

31. Interventions at the Secondary/Selected Level • CBI: Gresham (2005) Conducted a meta-analysis of Cognitive-based Treatments and found that a 65%improvement in the treatment group vs. only 35% of the control group. • Examples Include: • Anger Coping Program(ACP) • Coping Power Program (CPP) • Tools for getting Along (TFGA)

32. Smith, Lochman, & Daunic (2005) reviewed these interventions Anger Coping Program(ACP): has two broad goals for this cognitive-behavioral program- (18, 45-60 min sessions) program goals: • I. To assist children in finding ways to cope with the intense surge of physiological arousal and anger that they experience immediately after a frustration or provocation. • II. To assist children in retrieving from memory an array of possible competent strategies they could use to resolve the frustrating problem of conflict they are experiencing.

33. Components of ACP • Group rules • Goal setting • Anger-management • Perspective training • Self-awareness • Social problem solving (heavy emphasis) Note: U.S. Surgeon Generals Report

34. Coping Power Program (CPP): Lengthier, muliticomponent version of ACP designed for better maintenance of the ACP. Tools for getting Along (TFGA):Teaching Students to Problem Solve. This program teaches problem-solving steps and how to use them as self-statements to guide decision-making and ultimately enhance automaticity as students become more proficient when confronted with challenging social situations.

35. Assessment FBA-Comprehensive FIE Interventions Increased Intensity and frequency applications of interventions Individualized behavior support Wrap-around Services Tertiary/Targeted

36. Examples from the Center for the Study and Prevention of Violence (CSPV),Blueprints for Violence Prevention Initiative Functional Family Therapy: An outcome-drive prevention/intervention program for youth who have demonstrated the entire range of maladaptive, acting out behaviors and related syndromes

37. Promoting Alternative Thinking Strategies (PATHS): A comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children while simultaneously enhancing the educational process in the classroom. PATHS has been field-tested and researched with children in regular education classrooms settings, as well as with a variety of special needs students (hearing-impaired, LD, ED, mildly MR, and gifted).

38. Promising Programs • I Can Problem Solve • Good Behavior Game • Blueprints for Violence Prevention Initiative

39. What role does the Educational Diagnostician play? According to the Texas education Code a critical role. RULE TAC §239.80 • (a) Because the educational diagnostician plays a critical role in campus effectiveness and student achievement the State Board for Educator Certification adopts the rules in this subchapter to ensure that each candidate for the educational diagnostician certificate is of the highest caliber and possesses the knowledge and skills necessary to improve the performance of the diverse student population of this state. • (b) Each individual serving as a educational diagnostician is expected to actively participate in professional development activities to continually update his or her knowledge and skills. Currency in best practices and research as related to both campus leadership and student learning is essential. • (c) The holder of an educational diagnostician certificate issued under the provisions of this chapter may serve as an educational diagnostician, including providing educational; assessment and evaluation, for students in early childhood programs through grade 12.

40. Practical role • Understands the critical role of assessment and planning educational interventions. • Has a unique vantage point (can see the big picture) • Extensive expertise in assessment procedures and interpretation • Able to critically analyze many types of data • Has all kinds of time (just kidding)

41. Future Challenges In order to meet the challenges of the future, we must: • Remain updated on the current research, federal, and state policy. • Be proactive in statewide initiatives such as TBSI and RtI. • Share our knowledge and expertise to help influence policymakers.

42. Questions? Contact Info: Edward Karl Schultz Edward.schultz@mwsu.edu (940)-397-6203