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Expanding RTI to Address Social & Emotional Needs: Session 1

Learn about the importance of integrating social and emotional needs into the Response to Intervention (RTI) framework in schools. This session provides an overview of RTI for academics and behavior, discusses the tiers of social-emotional RTI, and explores the shared elements between academic and behavioral RTI.

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Expanding RTI to Address Social & Emotional Needs: Session 1

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  1. Schools That Really Care: Expanding RTI to Address Social & Emotional Needs: Session 1Jim Wrightwww.interventioncentral.org

  2. Intervention Central www.interventioncentral.org

  3. Positive Behavior Interventions & Supports (PBIS) “[School-wide] PBS is ….a prevention framework or approach that highlights the organization of teaching and learning environments for the effective, efficient, and relevant adoption and sustained use of research based-behavioral interventions for all students, especially those with serious behavior challenges.” p. 228 Source: Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223-237.

  4. RTI for Academics & Behavior: The Short Forms • RTI-Academics: RTI-A • RTI-Behavior: RTI-B

  5. Problems are an unacceptable discrepancy between what is expected and what is observed.-Ted Christ “ ” Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.

  6. Strong Socio-Emotional Functioning Anxiety Issues Escape & Avoidance of Schoolwork Non-Compliance

  7. Social-Emotional RTI: Building the Model Social-Emotional RTI: The Tiers. What is RTI-Behavior—and what are the 3 Tiers of RTI-B support?

  8. Social-Emotional & Academic RTI: Shared Elements No single, unified model exists for either academic or behavioral/social-emotional RTI (Burns et al., 2007). However, RTI for both academics and behavior includes these elements: • A range of services to which students can be assigned that span the levels, or Tiers, from universal through intensive supports. • "Decision points": educators periodically looking at data, identifying students at risk, and deciding what specific academic/behavioral supports those students need. • Ongoing progress-monitoring of student interventions. • Provision of more intensive interventions when lesser interventions are not effective. • Referral for special education services for students who continue to have significant academic or behavioral deficits despite best efforts to provide intervention support of appropriate intensity. Sources Burns, M. K., S. L. Deno, and S. R. Jimerson. 2007. Toward a Unified Response-to-Intervention Model. In Handbook of Response to Intervention, edited by S. R. Jimerson, M. K. Burns, and A. M. VanDerHeyden, 428–440. New York, NY: Springer.‘ Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.

  9. Interventions: Scheduled or Contingency-Driven? One of the elements that separate academic from behavioral interventions is that: • academic interventions can often be scheduled (e.g., reading group meets for 30 minutes 3 times per week), while • behavioral interventions are often contingency-driven (administered contingent on the occurrence or possibility of a student behavior), such as use of praise or pre-correction. Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.

  10. Factors Influencing the Decision to Classify as BD (Gresham, 1992) Four factors strongly influence the likelihood that a student will be classified as Behaviorally Disordered: • Severity: Frequency and intensity of the problem behavior(s). • Chronicity: Length of time that the problem behavior(s) have been displayed. • Generalization: Degree to which the student displays the problem behavior(s) across settings or situations. • Tolerance: Degree to which the student’s problem behavior(s) are accepted in that student’s current social setting. Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37.

  11. Source: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452

  12. RTI-B: Tier 1: Classwide: 80% The foundation of RTI-B is built upon the strategies each teacher uses in the classroom to promote: • strong core instruction • classwide behavior management. These strategies focus on the group. They ensure that the classroom will be orderly and that instruction will be engaging.

  13. RTI-B: Tier 1: Individualized Classroom Interventions The teacher develops, implements, and documents behavior-intervention plans for students needing additional socio-emotional or behavioral support. Plans typically last several weeks and are delivered with consistency. Strategies suitable for classroom behavior-intervention plans include: rearranging classroom events to prevent behavioral 'triggers', providing increased attention for positive behaviors while reducing attention during problem behaviors, using verbal prompts to remind a student to show appropriate behaviors, etc.

  14. RTI-B: Tier 2: Supplemental Intervention: 10-15% Students with common behavioral or social-emotional problems (e.g., escape/avoidance of schoolwork) are: • identified through schoolwide screening. • matched to 'standard-protocol' (scripted/packaged) interventions. • monitored to judge whether the intervention is effective.

  15. RTI-B: Tier 3: Supplemental Intervention: 1-5% Students with more severe/chronic behavior/social-emotional issues who fail to respond to lesser interventions are reviewed by the RTI Problem-Solving Team. The intervention plan: • is customized to the student's unique needs • can include various stakeholders as interventionists (e.g., student, teacher(s), support staff, parent, etc.) • often requires implementation of the intervention with consistency across multiple settings. Additionally, the RTI Team at Tier 3 can make use of specialized problem-solving tools (i.e.,, Functional Behavior Assessments; Behavior Intervention Plans).

  16. Source: Saeki, E., Jimmerson, S. R., Earhart, J., Hart, S. R., Renshaw, T., Singh, R. D., & Stewart, K. (2011). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Contemporary School Psychology, 15, 43-52.

  17. RTI: Identifying EBD Students Through Intervention, Not ‘Psychometric Eligibility’ “RTI is based on the logic that if a student's behavioral excesses and/or deficits continue at unacceptable levels subsequent to an evidence-based intervention implemented with integrity, then the student can and should be eligible for ED [i.e., Special Education] services. RTI is based on the best practices of prereferral intervention and gives school personnel the latitude to function within an intervention framework rather than a psychometric eligibility framework.” Source: Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28(4), 328-344.

  18. RTI-B: 5-Session Series. What are the expectations for this workshop series?

  19. Two Schools: Different Profiles of RTI-B Need • Baylor Middle School: This school has very large numbers of office disciplinary referrals. Teachers complain about regular disruptions to classroom instruction. • Coronado Middle School: Teachers report that most students at this school are well-behaved and respectful. However, the school has concerns about unmotivated and anxious students and the need to develop effective 504 Plans and IEPs for a substantial number of learners with social-emotional and behavioral difficulties.

  20. RTI for Behavior: Schools Have Different Needs "What may often be overlooked in [RTI-Behavior] change efforts… is that fundamental change may not be needed at the school-wide level but should, in fact, be targeted at specific classrooms, involving only a small number of teachers, or at individual students (i.e., warranting an emphasis on Tier II and III interventions)." (Bear, 2013; p. 326). Source: Bear, G. G. (2013). Teacher resistance to frequent rewards and praise: Lack of skill or a wise decision? Journal of Educational and Psychological Consultation, 23:4, 318-340.

  21. RTI-B: The Ability to ‘Ratchet Up’ Improvements • An advantage of adopting a schoolwide RTI behavior model is that it ‘rationalizes’ a building’s mental health support. • Each Tier is tied to specific interventionists, research-based strategies or programs, and data to judge whether interventions are working. • With this increased control, schools can make incremental changes to elements of different Tiers to see if these adjustments result in increased efficiency and improved student outcomes. Improvements are recognized and locked in (‘ratchet’ effect).

  22. Expectations for This RTI-B Workshop Series… • While there are clear general guidelines for what RTI-B should look like, no single 'correct' RTI-B model exists that all schools must adopt. Schools have latitude to tailor RTI-B to fit their circumstances and needs. • Full implementation of the RTI-B model is likely to take at least 3-5 years. • Your teams will build an RTI-B model using existing resources. • Schools must decide in what order to implement elements of the RTI-B model based on their own priorities.

  23. Expectations for This RTI-B Workshop Series… • Schools should 'braid' their RTI services so that--at Tiers 1, 2, and 3--both academic & behavioral supports can be discussed at the same meetings and written into the same plans. • Your teams can expect to network at these training sessions, as many of the best lessons are learned 'in the field' and should be shared.

  24. Session 1 (M 28 Sept 2015): RTI and Behavior: The Big Picture/ Tier 1: Teaching Schoolwide Behavioral Expectations/ Tier 1: Best Practices in Classwide Behavior Management Session 2 (Th 29 Oct 2015): RTI: Tier 1: Classroom Interventions/ How to Define and Analyze a Student Behavior Problem/ How to Measure 'Intervention Integrity' Session 3 (Friday 13 Nov 2015): RTI: Tier 2: Supplemental Interventions/Data Collection for Progress-Monitoring/Self-monitoring Techniques/Intervention Bank: Oppositional/Defiant Behaviors RTI-B Academy: 5-Session Calendar & Topics

  25. Session 4 (F 15 Jan 2016): RTI: Tier 3: Problem-Solving Team/Can't Do/Won't Do Assessments/Intervention Bank: Anxious Behaviors Session 5 (11 Feb 2016): RTI and Data: Schoolwide Screening/Decision Rules for Student 'Non-Responder'/How to Write an RTI Plan for Behavior/Intervention Bank: Learned-Helplessness RTI-B Academy: 5-Session Calendar & Topics

  26. RTI-B: Classwide Management. How do we define high-quality classwide behavior management? Teacher Reluctance. Why might teachers be reluctant to embrace a positive-behavior management approach—and how can we assist them in making this shift? • RTI-Behavior: An Overview. What is RTI-Behavior (RTI-B) and how does it fit into the larger RTI model? • RTI-B: Needs Assessment. What are the most significant socio-emotional and behavioral issues that you confront in your school? • Classwide: ‘Nudge’ Factors. What does research say about how teachers can promote student engagement using simple group strategies? 28 Sept 2015: Workshop Topics

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