Title: RtI and Behavior: Considerations for Intervention and AssessmentProgress Monitoring
1RtI and Behavior Considerations for
Intervention and Assessment/Progress Monitoring
School Counselor Regional Meetings October 2008
- Leah M. Nellis, PhD
- Blumberg Center for Interdisciplinary Studies
- Indiana State University
- lnellis_at_indstate.edu
2Integrated System for Academic and Behavioral
Supports
Services are fluid and data-driven
- Tier 3
- Few Students
- Increased Frequency
- Longer Duration
Intense, Individualized Support
District/Community Team Building Core Team
Targeted, Supplemental Supports
Building Core Team
- Tier I
- All Students
- Preventative,
- Proactive
Grade Level Teams Building Core Team School
Improvement Team
Core Curriculum, Instruction, and Learning
Environment
3The Role of Assessment and Progress Monitoring
- School-wide universal screenings conducted with
all students to reflect the effectiveness of the
core curriculum and instruction and identify
those students who are in need of intervention
and/or extensions. - Setting goals for student growth and outcomes.
- Monitoring of student progress through ongoing,
regular formative assessments for the purpose of
evaluating the effectiveness of instruction and
intervention for all students. - Informing instructional practices and decisions
in a way that addresses each students needs,
strengths, and challenges.
4Specifying Assessment Objectives
- Screening Assessments Assessments used to
determine if students are meeting grade level
expectations and which students may be at risk. - Diagnostic Assessments Assessment conducted
for students identified as at-risk to gain more
in-depth analysis of a students strengths and
weaknesses . These assessments help target
instruction and intervention. - Progress Monitoring Assessments Assessment
conducted frequently to estimate rates of
student improvement, determine if adequate
progress is being made, and evaluate the
effectiveness of instruction and intervention
strategies. - Entitlement Assessment Assessment used to aid in
the determination of entitlement to special
services.
5What does this look like for Behavior?
- For all students as part of core curriculum
intervention, - School-wide data office discipline referrals
(ODR), attendance, suspension data - Other screening data as appropriate
- For students in need of targeted supplemental
interventions, - Rating scales, observations, interviews, ODR
- Often referred to as Functional Behavior
Assessment, FBA - For students in need of intensive individualized
interventions - Rating scales, observations, interviews, ODR
- FBA
- The difference between data collection across
levels is the frequency at which data is
collected, the targeted nature of the data, and
the intensity of the provided interventions.
6Addressing Barriers to Learning Through Tiered
Prevention Intervention A Student Assistance
Core Team Approach
Assessment Supports
Tier III Intensive Interventions School
Community resources for students who did not
respond to Tier II interventions. Research
predicts approximately 5 of GSP will be served
in Tier III.
- Examples
- Frequent Progress Monitoring
- Referrals to Multi-Disciplinary
Evaluation - Examples
- SA CORE TEAM
- Strengths-Based Needs
- Functional Behavioral Analysis
- Curriculum-Based
- Progress Monitoring
- Examples
- Examples
- Relevant Special Ed.
- Systems of Care
- Linked Support Services
- Examples
- Small Group Instruction
- Educational Support Groups
- Parent Consultation
- Individual / Group Counseling
Tier II Targeted Interventions School
Community Resources for students who
have been identified as in need of support. At
least two-thirds of students referred to Tier II
are expected to respond well. Research
predicts approximately 15 of GSP will be served
in Tier II.
Student Assistance
Core Team Process
Tier I Prevention / Baseline Interventions Schoo
l Community programs and supports available to
all students, specifically students across
all socio-economic, cultural, and gender
groups establishing a positive learning
environment. Research predicts approximately 80
of general student population (GSP) will be
served in Tier I.
Collaborative Problem Solving Data based
problem solving is on-going with team membership
that is responsive to individual student need.
Needs AssessmentSchool community data
collection to identify needs and resources
Reference US Office of Special Education
ProgramsPBIS
7Thinking about the Function of Behavior
- A behavior can help get something we like
- (preferred, positive reinforcement)
- Tangibles (food, toys, money)
- Attention (smiles, conversation, hugs)
- Sensory or Internal State (taking a walk,
playing a game, watching a movie)
- Behaviors are learned.
- Behaviors have a purpose or function because they
meet needs/wants. - We engage in a behavior because we have learned
that a desired outcome occurs. - The purpose for a certain behavior is sometimes
obvious, other times the behavior needs to be
explored more in depth.
- A behavior can help get away from something not
liked (non-preferred, negative reinforcement) - Tangibles (disliked food, activities, school
work) - Attention (scolding, conversation, touching)
- Sensory or Internal State (fatigue, pain,
anxiety)
Adapted from Maximizing Family Involvement in the
Positive Behavior Support Process. Florida
Positive Behavior Support Project.
http//flpbs.fmhi.usf.edu/
8Considerations in Assessing Behavior
- What does the behavior of concern look like?
- What decisions will be made with the assessment
data? - What resources are available to collect the data
(time, training, cost, staff)? - Whats the best method/tool to use to collect the
data?
9Whats the Behavior of Concern?
- What does the behavior look like?
- How disruptive/dangerous is the behavior?
- How often does the behavior occur?
- How long does the behavior last?
- How long does it take for the behavior to occur?
Topography
Intensity
Frequency
Duration
Latency
10Whats the Behavior of Concern?
- What does the behavior look like?
- How disruptive/dangerous is the behavior?
- How often does the behavior occur?
- How long does the behavior last?
- How long does it take for the behavior to occur?
Topography
Intensity
Measurable Characteristics of Behavior
Frequency
Duration
Latency
11Measurable Characteristics of Behavior
Yelling Out Answers
Out of Seat
Which characteristic fits best with the behavior
of concern?
Doesnt follow directions when asked
Pushes and Shoves other Students
12Measurable Characteristics of Behavior
Yelling Out Answers
Doesnt follow directions when asked
Out of Seat
Pushes and Shoves other Students
Which characteristic fits best with the behavior
of concern?
Brady pushes and shoves peers almost daily.
Nolan yelled out an answer without raising his
hand 10 times during social studies.
Vince was out of his seat for 5 minutes.
Will stopped talking 45 seconds after he was
asked to do so.
13Chafouleas, Riley-Tillman, Sugai (2007)
Briesch Volpe (2007).
14Progress Monitoring Methods
- Direct Observation
- Eg., BOSS (Beh. Obs. of Students in Schools)
- Rating Scales
- Eg., Behavior Assessment System for Children
(BASC) - Direct Behavior Ratings
- Eg., Daily Behavior Report Card Intervention
Central - Permanent Products
- Eg., Reward/acknowledgment tickets, Office
Discipline Referrals, attendance records,
suspensions/expulsion records, intervention
records
Briesch Volpe (2007) Important considerations
in the selection of progress-monitoring measures
for classroom behaviors. School Psychology Forum
Research in Practice, 1, 59-74.
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18Linking Behavior to PM Method
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20The Connection for School Counselors
- Whats the role in intervention design,
implementation, and fidelity check? - Whats the role in assessment and progress
monitoring? - What are the opportunities for collaboration?
- What are the professional development needs?