R esults- B ased M odel Core Training

State of IdahoBureau of Special Education Results-Based Model Core Training Developed by Gerald D. Nunn, Ph.D., NCSP School Psychology Program Idaho State University Revised July 2002

Results-Based Model Unit 2:Identifying the Problem

Problem Solving Process Identify the Problem • Data Review • Areas: I.C.E.L. • Techniques: R.I.O.T • Collaborative Consultation • Behavioral Definition

A Problem is a general statement about an individual’s presenting concern. • Madonna doesn’t understand what she reads. • Rambo has pent up hostility. • Frankie is hanging out with the wrong people. • Jay is always goofing around in class and doesn’t get his work done. • Napoleon is at risk for developing a “complex.”

Madonna doesn’t understand what she reads. • Problem: Madonna’s reading comprehension is much lower than other superstars her age.

Rambo has a pent-up hostility problem • Problem: When presented with a conflict situation, Rambo more often reacts with violence than is demonstrated by other adult macho figures...

Frankie is hanging out with the wrong people. • Problem: Frankie Stein goes over to the Castle every night after school to talk to his buddy the Barron. Mother is worried that he is losing contact with other same age friends and is not getting his homework done.

Jay is always goofing off in class. • Problem: Jay makes a joke about most things that the teacher discusses, e.g. 70% of the time he is observed to be joking, smiling, or goofing off in his class.

Napoleon is at risk for developing a “complex.” • Problem: The school psychologist has recorded that little Napoleon often wears a funny hat and talks about war a lot. This is unusual for a 2nd grader.

“What is a problem?” • A statement about an individual’s behavior/performance • Defined as Expectation/Performance Identifying problems sets the stage for precisely defining their significance and setting goals for change

Hey, What's your problem???

A Problem = What is Expected Performance

Expect Gary to Read 60WPM 0 Errors Expectation (Criterion) Currently Gary Reads 33WPM 5 Errors Performance (Occurs) The Difference Between What is Expected and What Occurred

List and Prioritize • Generate a list of problems specific to the individual. • Prioritize the list based on guidelines for selection of target behaviors. • Select the problem(s) of greatest salience as the target(s) for further assessment.

Prioritization Guidelines • Target behaviors should be selected that maximize the individual’s reinforcers. • Behaviors should be selected based on the skills that individual needs to know. • Consider what skills are needed in the next environment. • Good target behaviors are enabling and important to others.

Skill Builder • Return to your 3 problems identified earlier. • Write a specific statement about what you expect the child to do and why. • Write a specific statement about how the child is actually performing. • Evaluate this discrepancy and decide if you think it is a “problem.” Why? • Is this a problem for the child, the parent(s), other teachers, other students?

Problem Solving Process • Identify the Problem • Data Review • Domains: I.C.E.L. • Techniques: R.I.O.T • Collaborative Consultation • Behavioral Definition

Instruction Environment Curriculum Learner Verify & Contexualize the Problem: Four Domains: I.C.E.L. Consider the impact of each domain relative to the “problem”...

Teacher characteristics Teacher performance/effectiveness Instruction

Instructional Domain • Selection of materials • Placement of student in materials • Clarity of instruction • Communication of expectations • Direct instruction with explanations • Sequence lessons to promote success • Practice activities • Pace presentation of new content

Curriculum • Reading level of material • Organization of material • Visual layout

Curriculum Domain • Alignment of Curriculum to standards • Long range direction for instruction • Instructional philosophy/approach • Instructional materials • Stated outcomes for the course of study • Content of the course of study • Arrangement of the content/instruction • Pace of the steps leading to the outcomes

Environment • School district • Within school/class • Family, neighborhood and community

Environmental Domain • Physical arrangement of the room, furniture, equipment • Rules • Management plans • Routines • Expectations • Peer Context • Peer and family influence • Task pressure

Learner • Learner characteristics • Learner academic behavior

Learner Domain • Last domain to consider when planning intervention • Assumptions: • curriculum and instruction are appropriate • environment is positive • This domain includes student performance data: • Academic • Social/behavioral • Special skills, affinities, styles, or characteristics

Sources of Meaningful Data • School policy/standards • School records of: • class tardiness • absences • office referrals • detentions • Teacher records of: • grades • assignment completion • late assignments • class tardiness • percent of work completed and/or correct • having materials needed for class

Sources of Meaningful Data (Cont.) • State/District Assessments • Work samples/CBA • Written Language • Mathematics computation • Problem solving • Spelling • Reading comprehension • Portfolios • Interviews • target student • peers • teacher(s) • parent(s)

Sources of Meaningful Data (Cont.) • Formal observations • time on-task • talking without permission • physical aggression (biting, hitting, spitting) • completion time • noise making (pencil tapping, humming) • compliance time • physical behaviors • length of tantrum • positive self-talk

Sources of Meaningful Data (Cont.) • Chapter test scores • CBM normative data same level/peer comparison or from lower level(s). • i.e., a ninth grade student may be assessed in reading by sampling or testing back in lower grade level probes; eighth grade, seventh grade, sixth grade, etc. • Expert judgment/clinical judgment

R eview All existing data I nterview Those pertinent to the problem O bserve Formal & informal T est/Assess Using Functional Assessments Techniques: R.I.O.T.

Collaborative Consultation • Working together • Nonhierarchical relationship • Trust and Sharing a Common Vision • Open Communication • Practicing Shared Responsibility

Goals for Collaborative Consultation • Involve the parent/teacher in the problem solving process • Obtain and integrate additional relevant information • Identity and evaluate previously attempted interventions • Explore tentative explanations as to why the behavior is occurring

Hmmmm • Using all the information obtained so far, what is the team’s “guesstimate” as to why the behaviors of concern are occurring?

“Guesstimate” Concern: Rambo is violent • Rambo is hyperactive. • Rambo watches violent television shows. • Rambo is covering up a reading problem • Rambo likes attention for being tough.

“Guesstimate” Concern: Jay goofs off and doesn’t complete his work. • Jay doesn’t understand how to do his work. • The curriculum is inappropriate. • The classroom is too disruptive, therefore Jay can’t concentrate. • Jay cannot hear the teacher because he sits at the back of the room. • Jay wants to be a comedian.

Behavioral Definitions • Ensure the teacher consistently observes the same behavior, allowing for accurate and consistent reflection of the behavior in data collection. • Allow each occurrence of the behavior to be verified. • Facilitate continuity of instruction when a variety of interventionists are involved. • Allow for confirmation from a third party that change has occurred.

Behavior/Performance Samples • Defining vocabulary words • Successfully solving word problems • Completing assignments • Participating in class discussions • Raising a hand to answer questions • Writing compound-complex sentences • Correctly labeling a diagram • Number of words read correctly, letter sequences, digits correct, words written, etc.

Math Written expression Spelling Vocational tasks/skills Physical skills Self-care/self-help Social skills Communication Classroom/school behaviors Reading Performance/BehavioralDomains

Using words to describeobservable behavior Use ACTION verbs that are DIRECTLY observable.

cover with a card mark underline repeat orally write shade fill in remove place draw press lever point to walk count orally put on number label cross out Action Verbs that areDirectly Observable say name tell what circle read orally state

distinguish conclude develop concentrate generate think critically recognize be aware of infer realize fully solve be curious apply feel determine think discriminate appreciate become competent test like Action Verbs that areNot Directly Observable wonder analyze deduce learn know understand create discover

identify in writing match arrange play give choose use total measure demonstrate check take away finish locate reject utilize find construct read Action Verbs that areAmbiguous summarize complete identify Connect round off inquire acknowledge See perform

…must be descriptive enough that two observers could independently observe the same behavioral episodes and obtain similar observational data. Behavioral definitions

Behavioral Definition Format means that name of the behavior name of the learner action verbs describing what the learner is doing Examples include; describe what is to be counted Non examples include; describe what is not acceptable to count

Behavioral Definition Sample Aggression means that Rambo strikes another person inflicting pain or discomfort. Examples include punching someone in the nose, throwing a rock at someone or kicking someone. Non examples include patting someone on the back, giving a “high five,” or shaking someone’s hand.

Behavioral Definition Format means that name of the behavior name of the learner action verbs describing what the learner is doing Examples include; describe what is to be counted Non examples include; describe what is not acceptable to count

R esults- B ased M odel Core Training