Using Response to Intervention/Instruction (RTI) with Students Who Exhibit Behavior Difficulties

1. Using Response to Intervention/Instruction (RTI)with Students Who Exhibit Behavior Difficulties Carl J. DiMartino, Ph.D., NCSP cjdimart@uplink.net KASP October 5, 2006

2. Outcomes Participants will identify: • Ways to analyze behaviors from a functional behavioral perspective • Ways to determine whether a student “won’t do” vs. “can’t do” the work • Data collection tools that are simple, efficient, and user friendly for all consumers (psychologists, teachers, parents)

3. Outcomes - continued • Methods of analyzing student data to determine efficacy of treatment • Data-based, positive behavioral intervention strategies • Effective instructional strategies that impact behavior • Individual and group antecedent strategies to prevent behaviors from occurring • Individual and group consequence strategies to increase the use of replacement behaviors • Individual and group consequence strategies to decrease the target behaviors

4. Behavior Mantra: “It is easier to prevent a behavior from occurring than to deal with it after it has happened.”

5. If you’ve told a child a thousand timesand she/he still doesn’t understand,then it is not the CHILDwho is the slow learner! Walter Barbee 5

6. The Behavior-Instruction Connection Infrequent Errors • Procedures for Academic ProblemsProcedures for Behavioral Problems • *Assume student is trying to make the *Assume student is not trying to make • correct response the correct response *Assume error was accidental *Assume error was deliberate *Provide assistance (model-lead-test) *Provide negative consequence *Provide practice *Practice not required *Assume student has learned the skill *Assume student will make the right and will perform correctly in future choice and behave in future (as a result of the application of the negative consequence)

7. The Behavior-Instruction Connection Frequent Errors Procedures for Academic ProblemsProcedures for Behavioral Problems *Assume the student has learned *Assume student refuses to cooperate the wrong way *Assume student has been taught *Assume student knows what is right (inadvertently) the wrong way and has been told often enough *Diagnose the problem *Provide more negative consequences withdraw student from normal context *Adjust presentation, use effective *Provide more negative consequences instructional strategies, provide maintain removal from normal context feedback, practice & review *Assume student has learned the skill *Assume student has learned his/her lesson

9. Behavioral Framework AB C • FORM • FUNCTION • SLOW TRIGGERS • FAST TRIGGERS • REWARD • PUNISHMENT

10. Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 5-10% 5-10% 80-90% 80-90%

11. PBSS Primary Prevention Positive School and Classroom Climates Effective Classroom Instruction Effective Instructional Grouping Effective Classroom Management Student Instruction in “Zones of Success” Social Skill Instruction and Use Well-Designed and Implemented Accountability Systems Consistency Student Modifications & Accommodations Early Intervention

12. PBSS Secondary Prevention/ Strategic Intervention Programs Peer/Adult Mentoring Programs Peer/Adult Mediation Programs Strategic Behavioral Interventions (Behavioral Matrix Intensity II and III) [Response Cost, Positive Practice/Restitutional Overcorrection, Group Contingencies, Cognitive-Behavioral Strategies, etc.] Small Group Social Skills/Socialization Training Anger-/Emotion-/Self- Control Training Attention-Control Training Special Situation Groups: Ex. Divorce, Loss, PTSD, Self-Concept

13. PBSS Tertiary Prevention: Intensive Needs/Crisis Management Programs Individual Counseling/Behavior Therapy (Behavioral Matrix Intensity III and IV) [Relaxation Therapy, Desensitization, Cognitive-Behavioral Strategies, etc.] School-Based Mental Health Services Intensive Wrap-Around/ Continuum of Care Programming

14. Antecedent* Pay close attention to: • The activity • The adult(s) • The peer(s) • The location/environment • The demand or request • Nothing is not an option!!!

15. Antecedent Manipulation Will reduce inappropriate behavior by 30% ( aggression, time off task, refusal) Keys: • supervision • appropriate command • follow through Bill Jenson

16. Examples Turn in completed assignments on time. Sit in your seat unless you have permission to leave it. Do what your teacher asks immediately. Raise your hand and wait for permission to speak. Keep hands, feet and objects to yourself. Walk, don’t run, at all times in the classroom. Work when you are supposed to. Non-Examples Be responsible. Be a good citizen. Pay attention. Demonstrate respect for others. Do your best. Be polite. Maintain appropriate behavior in the classroom Take care of your materials Establish Classroom Rules

17. What are procedures? Detailed descriptions of those events that occur once in a while For example How to come into the auditorium How to act when an authority figure enters the room Teach procedures! What are routines? Descriptions of events that occur daily or frequently For example Pencil sharpening Hanging up coats Taking attendance Heading papers Teach routines! Classroom RulesProcedures vs. Routines

18. Antecedent Interventions Guidelines for Commands • Be specific and direct. Get attention, describe what student is to do. Follow command with period of wait time (5 seconds or more) in which student allowed to respond. Praise compliance promptly. • Use “do” vs. “stop” commands when possible (4-5:1). • Give only one request or command at a time. • Do not argue or prompt following command. • If student does not comply, repeat command once (“You need to…”). If no compliance, use mild preplanned consequence. • Give commands within close proximity to student.

19. Antecedent Interventions Deal with Difficult Behaviors • Provide frequent non-contingent attention and interaction • “Fix” difficult tasks • Build behavioral momentum • Ask for 2-3 likely behaviors before an unlikely behavior. • Prompt incompatible, desired behavior

20. Behavior is an… observable and measurable act of an individual

21. BEHAVIOR Behavior: an observable and measurable act of an individual • Behavior: • -running out into the hallway • -hitting desk with fist • -completing schoolwork early • -yelling expletives in class • -writing and passing notes to classmates Not: -bad attitude -lazy -low self-esteem -frustrated -control, power -angry -lack of motivation -disrespectful

22. Descriptions vs Labels Functional Behavior (6+) versus DSM Fails to give close attention to details Attention-Deficit Makes careless mistakes Hyperactivity Disorder Difficulty sustaining attention to tasks Does not seem to listen Fails to finish work/requests Difficulty in organizing tasks Often loses things necessary for tasks Forgetful in daily activities Talks excessively

23. Examples of Target Behavior Definitions

24. Behavior Form Function

25. Consequences are what happen when rules are broken or followed.

26. CONSEQUENCES REINFORCING PUNISHING

27. Consequences for Misbehavior • Implement consequences calmly and consistently (boring levels of consistency--bore them into submission) • Implement consequences immediately in the setting in which the infraction occurred • Use the vocabulary of the rules to reinforce the rules • Make sure the “punishment fits the crime”

28. Analyze the Scenario In a typical middle school classroom the teacher completes her lesson and requests that the students copy their homework assignments. Target student stands up, throws a piece of paper and begins to clown around with peers in his group, laughing loudly. When the teacher gives him additional directions, he answers her back. Behavior Consequence R or P

29. Measurable Goals • Measurable goal has 4 parts • Condition – Condition under which behavior is performed • Student’s name • Clearly defined behavior – clearly defined, observable behavior • Performance Criteria • Performance criterion – functional performance level • Number – number of times behavior is performed at criterion level • Evaluation schedule- frequency of assessment Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children

30. Data Collection Tools

31. Measuring Adequately • To pick an appropriate data system • Choose a data system based on how you wrote your objective • Create efficient data systems • Write the steps in the objective clearly for multiple “teachers” to use

32. Descriptive Observational Interval (time sampling) Frequency/event Duration Latency ABC Chart Scatter plot Measuring Adequately

33. Choosing a Data System

34. Rate of Response Rate of response is a frequency measure because it records the number of behaviors occurring in a unit of time. It is usually expressed in responses per minute or responses per hour

35. Percentage of Response Percentage describes the proportion of certain events occurring out of a total of possible opportunities.

36. Duration The length of time an event occurs. It is determined by timing from the beginning of a behavior to the end.

37. Duration • Focus is on amount of time individual engaged in specific behavior • Total amount of time in which targeted behavior occurs • Record • Total duration • Total time engaged in observation period • Percentage of time • Total time divided by observation time • Each occurrence • Frequency/duration of each occurrence • More time consuming; more complex to record • Yields total duration, percentage, and average/range of duration per occurrence

38. Latency The length of time between the presentation of a cue, command or prompt and the student’s response to that cue. It is determined by the timing from the end of the cue to the beginning of the response. Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Children.

39. Sample Data Collection Sheet Student: Charles Behavior: Begins center clean-up when requested Dates: 4/1-4/5, 2002 Observer: Fields Setting: Morning and afternoon free play Wolery, M., Bailey, D.B, & Sugai, G. (1988).Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Children.

40. www.interventioncentral.org http://www.usu.edu/teachall/text/behavior/LRBI.htm http://iris.peabody.vanderbilt.edu/onlinemodules.html http://www.aimsweb.com/products/rti.htm http://challengingbehavior.fmhi.usf.edu/index. html http://www.behavioradvisor.com/

42. Weekly Time On Task During Math

43. Weekly Time On Task During Math

44. Another Way of Looking at the Cycle of Instruction ASSESSMENT DESIGN OF INSTRUCTION, SERVICES & SUPPORTS (IEP) (Steps 1-3) MONITORING/ONGOING ASSESSMENT (Steps 5-7) IMPLEMENTATION (Step 4)

45. Remediating Skill Deficits • Link behavior assessment and intervention with • instruction in the area of the identified skill deficit. • Communication • Social • Academic • Sensory • *Challenging behavior should not be viewed as a • barrier to teaching communication, social skills, • academic skills, or sensory regulation.

46. Interventions Interventions should: Be linked to the results of a data-based functional assessment that answers the question “WHY is the referred problem occurring?” Intervention Plans should identify: Short-term outcomes Long-term outcomes Implementation steps and needed resources Time-frame needed before outcomes will be seen How implementation integrity and outcomes will be evaluated

47. Changing Behavior Successfully • Prioritize and only work with one or two behaviors at a time • TEACH the behaviors you want the student to exhibit • Require only gradual improvement in behavior • Use procedures that are easily implemented and inexpensive Remember long term solutions: skill deficits

48. Teaching Desired Behavior • Use and then fade prompts to increase the likelihood of appropriate behavior • Pair social reinforcers with tangible or activity reinforcers • Use immediate consequences whenever possible • Thoroughly organize and precisely introduce the program to the student

49. Summary Statement Maintaining Consequence Problem Behavior Trigger/Antecedent Consequence Strategies New Skills Antecedent Strategies

50. Summary Statement Maintaining Consequence Trigger/Antecedent Problem Behavior 1.obtain peer /adult attention 2. Obtain feedback/help 1. Participating in group discussions 2. Writing assignments unrelated comments without permission Consequence Strategies New Skills Antecedent Strategies 1.Seek attention in appropriate ways 1. Participate in group discussions 2. Ask for feedback or assistance on writing tasks 1.Teacher cues and discreet pre-correction during group discussions 1. Active student response opportunities in classes 1-2. Frequent teacher feedback 2. Scaffolding of writing assignments with peer and teacher feedback Social and tangible reinforcement for displaying new skills in classes and for reducing talkouts Reminder card for talkouts