Addressing Behavior Within the Response to Intervention Model

1. Addressing Behavior Within the Response to Intervention Model A Systemic Approach To Behavior Planning

2. Session Goals • We will work together to understand the three tiers of the RTI process as they relate to behavior. • We will work together to learn which types of interventions fit best at each level. • We will work together to understand fundamental elements of behavior necessary to make interventions work

3. Targeted

4. All Interventions Will Be Based On Positive Behavior Supports

5. What Are Positive Behavior Supports? • PBS includes clear definitions of expected, appropriate, positive behaviors for students and staff • PBS includes clear definitions of problem behaviors and their consequences for staff and students • PBS includes regularly scheduled instruction in desired positive social behaviors to enable students to acquire the skills for behavior change

6. Response to intervention is defined as” the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005) Positive Behavior Support (PBS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2007)

7. RTI and Behavior • Universal screening • Process monitoring • Intervention fidelity • Data-based decision-making • Evidence based interventions • Multiple tiers of support

8. Before we take interventions through the tiers, let’s develop a better understanding of each tier. Understanding the nature of each tier will allow us to address the goals and expectations that tier presents.

9. Tier One: Universal Support • Prevention focused (screening processes) • Common behavior goals for all students • Contains rules, procedures, expectations • High level of active supervision

10. Addressing Behaviors At The Universal Level • Behavior interventions are preventive and address all student needs • Universal screening looks for behavior issues as opposed to the “wait for failure” plan • All staff is on the same page for schoolwide procedures, expectations, and processes

11. Behavior Goals For The Universal Level • Students can view common area rules for cafeteria, halls, bus zones, playgrounds, locker rooms, libraries etc. • Universal policies that address dress code, tardies, skipping, technology use etc. are consistently reinforced • Expected behaviors are regularly taught to students • Staff actively supervises students • All students are screened for behavior issues

12. Behavior Deficits At The Universal Level • Each teacher interprets rules and discipline management for themselves • Staff supervision is unstructured and non-interactive • Students are identified for corrective action rather than positive behavior support • Student Code of Conduct is misused • Administrative support is “saved” for tough issues

13. Activity You are a new student at your campus. You come to the school in the evening to register for school. Since school is dismissed, you decide to walk around and see the building. What visuals will you see to help you understand the expected behaviors for your campus?

14. Activity Choose a duty area for your campus. This area may be cafeteria, bus zone, hall, playground or any other area you choose. What are the expected behaviors for this area? How do you know the expected behaviors? Do you feel the students know the expected behaviors? Will the next duty person supervise the same expectations?

15. Activity: Rule Similarity To the best of your ability, list all of the rules in place in your school and classroom. Do this by yourself and then share with your team members. Classroom School . . . . . . . . . . .

16. Defining Schoolwide Rules Worksheet

17. Screening Considerations • Screening is a best practice already used for medical, academic, and behavioral purposes in areas other than schools • Screening differs from the teacher tolerance standard as screening uses identified standards • Screening provides for early intervention

18. Screening Options • Multiple Gating (Systemic Screening for Behavior Disorders) • Scales (The Student risk Screening Scale) • Office referrals

19. Students who are identified as having problem behaviors and have not responded significantly to universal supports, move to targeted interventions that are offered on tier two.

20. Tier Two: Targeted or Selected Support • Targeted support-moves into the classroom • Interventions at this level address student connections to learning and the classroom environment • Positive behavior supports( interventions, reinforcements, and consequences) are targeted to individuals, small groups and classrooms when appropriate

21. Tier Two: What does It Look like? • Posted classroom rules, procedures, and expectations • Social skills are actively taught to identified students • Interventions are matched to the functions of behaviors to targeted groups of students • Interventions are planned and monitored • Teachers have a high level of developmental and academic understanding as it pertains to student behavior • Staff and teaching factors have been considered

22. What Do We look For At The Targeted Level? • Teachers understand the difference between form and function • Teachers can create or intensify an intervention • There is evidence of systems to support reinforcement and consequences • Behavior lessons are taught to targeted students

24. Sometimes an intervention will be successful under circumstances of normal to light stress. When students finds themselves under greater than normal stress the intervention fails. This situation may need the intervention intensified rather than discontinued. This may begin at the targeted level.

25. Adapt the environment Add a prompt Provide language Give specific feedback Provide an appropriate escape option Add supports specific to the situation Intensifying an Intervention

26. Let’s Practice Intensifying An Intervention Jill is a teacher who is under orders from her doctor to drop 20 pounds for health reasons. Jill is serious about this goal. Her plan includes going to a weight loss planning and support group and preparing all of her own meals. Jill takes her lunch to work and has started to see success. Jill must attend a five day training in her district where lunch will be provided. She has decided to take her lunch but is concerned about the success of her plan in the midst of a tempting menu.

27. Jill’s current intervention is to make and bring her lunch. This has been working well for her at her campus. Intensify this intervention for Jill so it will work for her during her week of training.

28. How Would You Intensify This Student Intervention? John has trouble sitting for longer than several minutes. For independent work, John uses a timer to help him keep on task and is allowed to choose from several workspaces in the room. When John works in a group the intervention fails. How can we intensify this situation for John?

29. Examples OF Targeted Interventions • Contracts for performance based issues • Classroom observations • Specific social skill lessons • Group contingencies • What If charts • Prompts and signal interference • Reinforcement systems • Differentiated teaching

30. Reinforcement and Consequences In the area of reinforcement and consequences the counselor may serve as a consultant. Our job will be to assist in developing and maintaining these systems. We will help others understand the systems of reinforcement. Reinforcement Schedules Fixed Ratio Fixed Interval Variable Ratio Variable Interval

31. Tier Three- Intensive Interventions This level calls for specific interventions to address the needs of one student. .

32. Tier Three-Intensive Interventions for Individuals • Interventions will be designed to fit one student • Interventions will not “un-do” school • Interventions must fit legal parameters • Interventions must have a good fit been service and point of application

33. Examples of Tier Three Intensive Interventions • Specific counseling • Trained mentoring • Function based interventions • Cool down plans • Behavior lessons • Family services • Behavior intervention plans

34. Supports for Tier Three Interventions • Self-monitoring • Self-talk • Teaching desired behaviors • Planned discussions • Goal recognition and setting

35. FORMATS FOR WRITING GOALS BY WHEN WHO WILL DO WHAT AT WHAT LEVEL UNDER WHAT MEASURED BY OF PROFICIENCY CONDITIONS WHOM AND HOW

36. FUNCTIOAL EQUIVALENT REPLACEMENT BEHAVIOR (FERB) GOAL BY WHEN WHO WILL DO FOR THE INSTEAD FOR THE UNDER WHAT AT WHAT AS MEASURED “X” PURPOSE OF “Z” PURPOSE CONDITIONAL LEVEL OF BY WHOM BEHAVIOR OF “Y” BEHAVIOR OF “Y” CONDITIONS PROFICIENCY AND HOW

37. Activity: Developing A Behavior Goal Currently, Jane has a problem with starting tasks on time. In any one time period she will start one in five assignments. This is a classroom issue in all parts of Jane’s day. Using the previous chart as an example, construct a behavior goal for Jane.

38. What We Need To Know About Interventions

39. The Name Of The Intervention Is Not Adequate Information To Implement The Intervention

40. Getting Ready to Develop Interventions • Interventions address function (not just form) • Interventions may be fine tuned to be appropriate at each level • Interventions must be measurable in some manner in order to access • Interventions must be able to be taught and monitored with fidelity

41. Universal Expectation Walk in hall Line up for the bus Arrive to class on time Universal Intervention Have stop signs at corners Paint lines with bus numbers Add 1 minute warning bell, do hall sweeps Interventions Match Expectations

42. Posted rules Classroom contracts Student based reinforcement opportunities Visuals for movement and procedures Active supervision Social skills Teachers at the door during passing times and morning Classroom motivators Posted communication systems Interventions: General Suggestions

43. Social Skills-An Intervention For All Levels • Social skills are taught at all levels • Schools choose a core group of skills to teach to all students • Social skill instruction is consistent • Active supervision and redirection connect to social skills • Social skills are the “what to do” of counseling at all levels.

44. Following instructions Making a request Interrupting appropriately Accepting correction Apologizing Accepting “no” for an answer Asking permission Managing anger Introducing yourself Accepting consequences Managing an impulse Communicating criticism respectfully Example Social Skills…

45. Summary • Behavior interventions are an import factor in the RTI process • Behavior interventions must be addressed with the same fidelity as academic interventions • The process for behavior intervention must be developed for the entire school