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Response to Intervention in General, Remedial, and Special

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Response to Intervention in General, Remedial, and Special Education Daniel J. Reschly dan.reschly_at_vanderbilt.edu 615-708-7910 Delaware Department of Education – PowerPoint PPT presentation

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Title: Response to Intervention in General, Remedial, and Special


1
Response to Intervention in General, Remedial,
and Special Education
Daniel J. Reschly dan.reschly_at_vanderbilt.edu 615-
708-7910 Delaware Department of Education May 7,
2007
2
What To Do With Egbert??
  • 1st Grade, falling behind in reading
  • Slow progress compared to peers
  • Likely to miss benchmarks related to passing 3rd
    Grade reading test
  • Distractible, inattentive, disruptive,
    non-compliant
  • Sound Familiar
  • WHAT HAPPENS NEXT? Driven by Federal Legislation
  • Consider NCLB and IDEIA

3
What To Do With Egbert??
  • 9th Grade, failing 3 of 5 classes at first 9
    weeks
  • Attendance is declining
  • Homework non completion
  • Poor performance on weekly or unit tests
  • Defiant, distractible, inattentive, disruptive,
    non-compliant
  • Sound Familiar
  • WHAT HAPPENS NEXT? Driven by Federal Legislation
  • Consider NCLB and IDEIA

4
Egbert in the Traditional System
  • Refer Egbert
  • Preferral intervention (check a box)
  • Comprehensive Evaluation-Battery of Tests,
    common battery?
  • Assessment largely outside of the natural context
  • Dubious generalizations from test behavior to
    classroom
  • Eligibility assessment unrelated to intervention
  • Team decision-making
  • SLD diagnoses often inaccurate

5
PROBLEM SOLVING CHART
Does the thing work?
Yes
No
Dont mess with it!
Did you mess with it?
You Idiot!
Yes
No
No
Will you catch hell?
Hide it!
Yes
Does anyone else know?
No
Yes
You poor slob!
Ignore it
Can you blame somebody else?
No
Yes
NO PROBLEM
6
What Is Response to Intervention (RTI)?
  • Scientifically-based instruction/interventions
    matched to student needs
  • Formative evaluation including frequent progress
    monitoring in relation to benchmarks, with
    decision rules applied
  • Decisions driven by student RTI, including genl
    ed instruction/intervention, remedial
    services/individual interventions, sp ed
    eligibility, placement, annual review and exit
  • Implementation requires Allocating (aligning)
    resources to deliver effective interventions that
    produce improved child outcomes

7
RTI Model Differences
  • Restricted vs Comprehensive System Wide
  • LD Identification
  • Do Tiers I and II, then traditional evaluation
  • Or Use RTI in eligibility determination and in
    the design, implementation, and evaluation of
    IEPs
  • Academic only or Academic and Behavior
  • False dichotomies Standard Protocol vs Problem
    Solving vs Recognition of Both
  • Choices determined by nature of problem
  • Use of both in many situations

8
RESPONSE TO Intervention POLICY
CONSIDERATIONS AND IMPLEMENTATION
Order at www.nasdse.org
Cost 15 with discounts for large orders
9
Purpose of the RTI Process
  • Improve results in academic, behavioral, and
    emotional regulation domains, through
  • High quality interventions
  • Formative evaluation
  • Student results drive decisions about needs and
    intensity of interventions
  • Improve, eliminate disproportionate
    representation
  • Identification of disabilities through procedures
    that are valid and connected to effective special
    ed interventions
  • Improve special education results and increase
    exit from sp ed
  • Prevention and early identification-intervention

10
Why RTI?
  • Dissatisfaction with ach. results
  • Expensive programs with undocumented benefits,
    General Ed. Title I and Sp Ed
  • Poor overall outcomes re benchmark tests,
    graduate rates, early adult outcomes
  • Overrepresentation in sp ed
  • Disjointed programs across general, remedial and
    special ed.-compromised outcomes and wasted
    resources

11
13
16
18
41
42
29
30
30
35
31
58
54
52
27
24
12
Special Education Placement Effects High
Incidence Disabilities
  • Treatment/Intervention aEffect Size
  • EMR/Special Classes (IQ 60-75) -.14
  • Special Classes (IQ 75-90) -.34
  • Resource for SLD and E/BD .29
  • Traditional Placement Practices Have Weak
    Relationships to Outcomes
  • Special Education as a Solution?
  • Note Effect size is expressed in SD units,
    analogous to a z-score

13
Old Assumptions re High Incidence Disabilities
(SLD, MMR, E/BD)
  • Disabilities Inherent in Individual?-BUT, Context
    and prevention are crucial
  • Identify and Treat Underlying Causes-BUT, Failure
    of process training
  • Prescribe Methods that Capitalize on Strengths
    and Avoid Weaknesses-BUT, Failure of Aptitude by
    Treatment Interaction in Research and Practice

14
Old Assumptions, cont.
  • Unique Treatment Methods and Teacher Training by
    Disability But, Same methods work for virtually
    all High Incidence I SWD, LD, ED, EMR
  • IQ Essential to Accurate Classification-BUT Same
    kids found with problem solving processes and
    measures
  • Identifying Disability and Sp Ed Placement Solves
    Problem
  • Dubious Effects of Special Education

15
Meaningfulness of Special Education High
Incidence Categories (www.ideadata.org) Table
1-13, retrieved 1-16-07
  • Category Prevalence Range Factor
    of Notes
  • MR 0.4 (NJ) to 3.0 (WV) 7Xs
    (9 at 0.4)
  • ED 0.2 (AR) to 2.4 (DC) 12Xs
    (VT2.0)
  • LD 2.2 (KY) to 7.7 (OK) 3Xs
  • Sp/L 0.5 (HI) to 4.3 (WV) 8Xs
  • OHI 0.5 (CA) to 2.4 (RI) 5Xs
  • All 8.9 (CO) to 15.9 (RI) 1.8Xs
  • Notes Child disability count as a percentage of
    the 6-17 population.

16
Some things do not make sense
17
Progression of Research, Policy, and Legal
Requirements
  • RESEARCH Scientific research with practice
    demonstrations leading to
  • POLICY Multiple policy analyses in presented in
    prestigious reports leading to
  • FEDERAL LAW Multiple layers of Federal legal
    requirements leading to
  • STATE LAW Changes in state rules leading to
  • SCALING UP Scaling up efforts in states

18
What Works? See Kavale (2005), Learning
Disabilities, 13, 127-138 and other sources
  • Treatment Effect Size
  • Applied Behavior Analysis. 1.00
  • CBMGraphingFormative
  • Evaluation reinforcement 1.00
  • Explicit Instruction and Problem
  • Solving .70 to 1.50
  • Comprehension Strategies 1.00
  • Math Interventions .60 to 1.10
  • Writing Interventions .50 to .85

19
Policy and Legal Influences
  • NICHD LD Studies
  • Snow, C. E., Burns, M. S. Griffin, P. (Eds.)
    (1998). Preventing reading difficulties in young
    children. Washington DC National Academy Press.
  • Teaching children to read An evidence-based
    assessment of the scientific research literature
    on reading and its implications for reading
    instruction http//www.nichd.nih.gov/publications/
    nrp/smallbook.pdf
  • National Academy of Sciences/National Research
    Council Panel Report http//www.nap.edu/catalog/10
    128.html
  • LD Summit Researchers Recommendations (Bradley et
    al., 2002)
  • Presidents Commission on Excellence in Special
    Education (2002) report, http//www.ed.gov/inits/c
    ommissionsboards/whspecialeducation/reports.html

20
Commonalties in Policy Recommendations
  • Accountability-Improved results for all students
    and better results are possible!! (Gloeckler)
  • Integration of general, remedial, and sp ed
    through multiple tiers of intervention
  • Scientifically-based interventions with problem
    solving
  • Progress monitoring with formative evaluation
  • Decisions at all levels driven by child response
    to intervention
  • Abandon IQ-Achievement discrepancy in LD
    Identification

21
Progression of Federal General and Special
Education Legislation
  • 1960-70s To 2000s
  • Assistance Results
  • __________________________________________
  • ESEA EHA NCLB/
  • Rdg 1st IDEA 2004
  • Procedures Outcomes
  • Number Served Improvement

22
Major Legal Themes (NCLB, IDEA)
  • Scientifically-based instruction
  • More frequent assessment, progress monitoring,
    formative evaluation
  • Well integrated multiple tiers of Intervention
  • Decisions driven by child responses to
    instruction-intervention in general, remedial,
    and special education
  • Alignment of resources to enhance positive
    outcomes

23
Changes in Legal RequirementsIDEA (2004)
  • (A) IN GENERAL.Notwithstanding section 607(b),
    when determining whether a child has a specific
    learning disability as defined in section 602, a
    local educational agency shall not be required to
    take into consideration whether a child has a
    severe discrepancy between achievement and
    intellectual ability in oral expression,
    listening comprehension, written expression,
    basic reading skill, reading comprehension,
    mathematical calculation, or mathematical
    reasoning.

24
Response to Intervention (IDEA, 2004)
  • (B) ADDITIONAL AUTHORITY.In deter- mining
    whether a child has a specific learning
    disability, a local educational agency may use a
    process that determines if the child responds to
    scientific, research-based intervention as a part
    of the evaluation procedures described in
    paragraphs (2) and (3).
  • Does response to intervention appear in the law?

25
Final Regulation
  • NEW AND SIGNIFICANT
  • (b must consider, as part of the evaluation
    described data that demonstrates that
  • (1) Prior to, or as a part of the referral
    process, the child was provided appropriate
    high-quality, research-based instruction in
    regular education settings, consistent with
    section 1111(b)(8)(D) and (E) of the ESEA,
    including that the instruction was delivered by
    qualified personnel and
  • (2) Data-based documentation of repeated
    assessments of achievement at reasonable
    intervals, reflecting formal assessment of
    student progress during instruction, was provided
    to the child's parents.

26
Prevention-Early Intervention
  • LEA can use 15 of federal IDEA funds to support
    prevention and early identification-treatment
  • Purpose minimize over-identification and
    unnecessary sp ed referrals
  • Provide academic and behavioral supports and
    professional development re early literacy and
    behavior
  • MUST use the 15 if LEA has significant
    disproportionality

27
Multiple Tiers Implemented Through Progress
Monitoring and Formative Evaluation (Sugai,
Horner, Gresham, 2002)
Enter a School-Wide Systems for Student Success
  • Intensive, Individual Interventions
  • Individual and Small Groups
  • Intense, Prolonged Interventions

5-10
5-10
10-15
10-15
28
Multi-Tiered Academic Interventions of Increasing
Intensity and Measurement Precision
  • Tier I General Education All students
    Effective instruction, 80-85 at benchmarks
  • Tier II Standard Protocol and Problem Solving
    (about 10 to 20 weeks) Small group and
    individualized interventions
  • Decision Making Continue Program, Modifications,
    Comprehensive Evaluation??
  • Tier III More Intensive, Sustained Instruction
    in General and/or Special education
  • Key Mechanism Formative Evaluation

29
Multi-Tiered Behavior Interventions of Increasing
Intensity and Measurement Precision
  • Level I General Education School wide positive
    discipline, effective classroom organization and
    management, teacher assistance teams
  • Level II Individualized Problem Solving re
    Behavior Targeted, intense individual
    interventions in general education
  • Decision Making? Continue Program, Modifications,
    Comprehensive Evaluation
  • Level III More Intensive, Sustained Instruction
    in General or Special education
  • Key Mechanism Formative Evaluation

30
Formative Evaluation
  • Frequent assessment of progress
  • Referenced to goals based on benchmarks toward
    passing state tests
  • Decision rules regarding modification of goals or
    instructional programs
  • All decisions about student needs and
    instructional intensity are based on child RTI

31
Characteristics of Effective Formative Evaluation
Measures
  • Direct measures of skills
  • Natural settings
  • Efficient re costs and time required
  • Sensitive to small increments of growth in
    relevant skills
  • Results can be graphed in relation to goals
  • Reliable in terms of stability
  • Valid re relationship to broad indicators of
    competence
  • Example CBM oral reading fluency and reading
    comprehension

32
Tier I General Education, Universal Stage,
Primary Prevention
  • Academics and Behavior
  • Scientifically-based
  • Explicit instruction
  • Systematic intervention
  • Inter-related, reciprocal relationships, mutually
    supported
  • Discuss separately here, but acknowledge the
    essential inter-relationship of academics and
    behavior

33
Tier I Academic Interventions
  • Scientifically-based instruction in reading
  • Curricula-content-Big ideas, e.g., reading
  • Phonemic Awareness
  • Alphabetic principles
  • Fluency
  • Vocabulary
  • Comprehension
  • Study of IHEs pre-service preparation in rdg
  • 14 of 72 taught all 5 components and many taught
    none, see http//www.nctq.org/nctq/

34
IHEs and SBRR Five Components
Source http//www.nctq.org/nctq
Sample N72
  • 5 Components
  • Phonemic
  • Alphabetic
  • Fluency
  • Vocabulary
  • Compre-hension

43
N31
13
15
7
11
11
N11
N8
N8
N9
N5
Components
5 4 3 2 1 0

35
Tier I Academic Interventions
  • Teaching Methodology Explicit Instruction
  • Modeling, guided practice, practice to
    automaticity, integration You do it with
    feedback, You do it independently, You do it
    automatically
  • Frequent responding with feedback, Brisk pace
  • Systematic Instruction
  • Sequential, Hierarchical
  • Include all reading components each day
  • Beat the odds teachers http//rea.mpls.k12.mn.us/
    BEAT_THE_ODDS_-_Kindergarten_Teachers.html

36
Tier I Assessment Academics
  • Routine Assessment of Progress
  • Screen all students, begin in kindergarten 3
    times per year with appropriate early literacy
    measures
  • More intense instruction and monitoring within
    classroom for students below trajectories toward
    passing state benchmark tests
  • Grouping, instructional materials, time,
    paraprofessionals Pat Vadasy at U of WA
  • Increase assessment to 2 Xs per month

37
Reading Benchmarks (DIBELS)
38
KTG Initial Sound Fluency Fall to January 05-06
Yr.
Benchmark Winter KTG 25 sounds correct/min.
New KTG Teacher and Traditional Instruction

39
KTG Initial Sound Fluency Fall to January 05-06
Yr.
Benchmark Winter KTG 25 sounds correct/min.
Experienced Teacher Direct Instruction

40
Phoneme Seg. Fluency Jan to May 05-06 Yr.
Benchmark 35 correct
New KTG Teacher and Traditional Instruction

41
Phoneme Seg. Fluency Jan to May 05-06 Yr.
Benchmark May 35 per minute
Experienced Teacher Direct Instruction

42
Nonsense Word Fluency Jan to May 05-06 Yr.
Benchmark 25 correct per minute
New KTG Teacher and Traditional Instruction

43
Nonsense Word Fluency Jan to May 05-06 Yr.
Benchmark 25 correct per minute
Experienced Teacher Direct Instruction

44
KTG Initial Sound Fluency Fall to January 05-06
Yr.
Benchmark Winter KTG 25 sounds correct/min.
Students needing greater Genl Ed
monitoring and Interventions
45
1st Gr. Nonsense Word Fluency
Benchmark Winter First Grade 50 Words Per Minute
??
46
Second Grade Oral Reading Fluency Benchmark End
of 1st42 WCM Winter71 WCM
End of 2nd100 WCM
??
47
Behavioral Assessment and CBM Measures
  • Focused on determination of change
  • Formative evaluation critical
  • Tied to effective practices and better outcomes
  • Applications in general, remedial, and special
    education
  • Identification of disabilities-integrates
    identification with treatment

48
Why Behavior Assessment (including CBM)
  • Determine current levels in academics and
    behavior degree of need
  • Monitor progress, assess change
  • Foundation for formative evaluation-improving
    interventions
  • Determine success of interventions
  • Decisions based in child response to interventions

49
Foundations of CBM
  • Deno Mirkin (1977) Breakthrough
  • Brief samples of behavior
  • Use of oral reading fluency samples
  • Production per unit of time
  • Fluency and accuracy combined
  • Words read correct per minute
  • Math-digits correct
  • Spelling-letters correct

50
Prior Barriers to CBM Use
  • Cumbersome for practitioners, developing own
    passages
  • Conceptual issues Passages from curriculum or
    generic passages?
  • Teachers concerns about comprehension Word
    calling??
  • Inertia satisfaction with current practices
  • IDEA assessment of change not required

51
Reading CBM
  • Combines fluency (speed) and accuracy
  • Broad range of competencies including
  • Letter naming (Ktg)
  • Sound identification (Ktg)
  • Nonsense words or real word identification (Ktg
    to first grade)
  • Oral reading fluency (mid first to high school
  • Comprehension (maze, other methods)

52
Importance of Standardized CBM Procedures
  • Standardized meaning uniformity in
    administration, scoring, interpretation
  • Prerequisite to use of data in
  • Determining risk status within classroom or
    school
  • Measuring change for individuals or groups
  • Predicting later performance

53
Oral Reading Fluency
  • What is it?
  • Reading aloud fluently and accurately from text.
  • Why do it?
  • Indicator of proficiency in reading that is
    sensitive to growth
  • Highly correlated with performance on
    standardized tests and tests of comprehension
  • Provides information that may be used to evaluate
    effects of instruction
  • Word Calling Myth

54
Administering Oral Reading Passages
  • Essential Items
  • -One student copy
  • -One administration copy
  • -Timer or stopwatch (make sure to time exactly 1
    min)
  • -Administration script

55
Instructions to Child
  • When I say please begin start reading aloud at
    the top of this page. Read across the page.
    Demonstrate by pointing Try to read each word.
    If you come to a word you dont know, Ill tell
    it to you. If you get to the end of the page,
    start over. Be sure to do your best reading. Are
    there any questions? Pause Please begin.

56
Examiners Administration Rules
  • After reading instructions to students,
  • Start timer. If the student fails to say the
    first word of the passage after 3 sec., tell
    him/her the word and mark it incorrect. If the
    student stops or struggles with a word for 3
    seconds, tell the student the word and mark it
    incorrect. If the student reaches the end of the
    page and does not continue, point to the first
    word and ask the student to start over. At the
    end of 1 minute, place a bracket after the last
    word and say, please stop.

57
Scoring Rules
  • Words must be pronounced correctly to be counted
    as correct
  • (disregard if mispronunciations due to speech
    problems or dialect)
  • Ignore inserted or repeated words

58
ORF Passage Making Friends(from Deno and Amy
Reschly)
  • There once was a little girl named Ann who
    9
  • was very shy. She was too shy to make friends.
    19
  • Ann lived in an apartment building with her
    mother 28
  • and brother. Ann liked to play at the playground
    37
  • near her apartment building. 41
  • One day Ann was playing on the swings when 50
  • Total words read 49
  • Words read incorrectly 3
  • Words read correctly 46

59
What is recorded?
  • Give 3 Passages
  • Record the Median Score
  • Example
  • If a students scores on the 3 passages were
  • 24 words read correctly
  • 38 words read correctly
  • 35 words read correctly
  • GO TO VIDEO

60
Sample passage from DIBELS, http//dibels.uoregon.
edu/
The Ant Hill
Dad and I took a hike in the woods. We walked
for a long 14 time and stopped to take a
rest. We sat down on a log and had a 30 drink of
water. A big hill was nearby. 38 Dad
said, "Look, there's an ant hill."
45 I walked up to the hill and took a closer
peek. At first it 59 looked just like
a dirt hill. Then I noticed a few ants running
72 around. I looked closer.
61
Sample passage from DIBELS, http//dibels.uoregon.
edu/
The Rainy Day Picnic I was so sad. This was the
day we were going to the park for 15 a picnic.
I wanted to go to the playground. I wanted to
swing. I 29 wanted to lay on the grass and look
up at the fluffy clouds. But 43 that morning it
was raining. There were puddles
everywhere. 52 And we could hear thunder. I
started to cry. 61 My mother said, "Wait! We
will still have the picnic!" 71 I cried, "But
how? It won't be fun if it's wet!" 82
62
Sample passage from DIBELS, http//dibels.uoregon.
edu/
Visiting Aunt Rose My Aunt Rose invited me to
spend the weekend. Aunt Rose 11 doesn't have
kids. She said I could be her kid for two days.
She's 25 like my big sister. 29 I like to go
to visit my Aunt Rose's home. She likes to do
the 44 same things I like. I like to go swimming.
So does my Aunt 57 Rose. The pool where she goes
also has a hot tub. I like to sit in 73 the hot
tub. So does my Aunt Rose. I always bring my
swimming 86
63
Sample passage from DIBELS, http//dibels.uoregon.
edu/
The Robin's Nest There was a robin's nest
outside our kitchen window. 'I he 10 nest was in
a tall bush. The mother robin sat in the nest all
day 25 long. One day when I was watching, the
mother bird flew away. 37 I saw the eggs she was
sitting on. There were four blue eggs. 50 I
watched and watched. Pretty soon the eggs started
to move. 61 I watched some more until the eggs
started to crack. Finally-, the 73 eggs hatched.
I saw four baby birds. The baby birds opened
their 85 beaks wide. I heard them peeping. Soon
the mother bird came 96 back. Then the mother
robin put worms in their mouths. 106
64
Resources for Reading and Interventions
  • Good Kaminski DIBELS http//dibels.uoregon.edu/
    http//www.dibelsassessment.com/
  • Gary Germann and Mark Shinn AIMSWEB
  • WWW.AIMSWEB.COM WWW.EDFORMATION.COM
  • James Wright
  • www.interventioncentral.org
  • Vaughn-Gross Reading Center
  • http//www.texasreading.org/utcrla/
  • Florida Reading Center-Torgesen/Wagner
  • http//www.fcrr.org/

65
Math CBM
  • Scoring rule Count the number of correctly
    written digits in the problems
  • 64
  • x 722
  • 128 Answer
  • 128
  • 448__
  • 46208

66
Math CBM
  • Scoring rule Count the number of correctly
    written digits in the problems
  • 64
  • x 722
  • 128 3 pts Answer17
  • 128 0 4 pts
  • 44800 5 pts
  • 46208 5 pts

67
Math CBM
  • Scoring rule Count the number of correctly
    written digits in the problems
  • 64
  • x 722
  • 126 2 pts Answer12
  • 138 0 3 pts
  • 54800 4 pts
  • 56206 3 pts

68
Tier I Behavior
  • Positive Behavior Supports (www.pbis.org)
  • Universal screening for behavior in early grades
  • Classroom organization and behavior management
  • Teacher Assistance Teams (many names)

69
Tier I Prevention School-wide Positive Behavior
Supports
  • National Technical Assistance Center at
    www.pbis.org
  • PBS is a broad range of systemic individualized
    strategies for achieving important social
    learning outcomes while preventing problem
    behavior with all students.

70
PBIS Characteristics of Support
1. Common purpose approach to
discipline 2. Clear set of positive expectations
behaviors 3. Procedures for teaching expected
behavior 4. Continuum of procedures for
encouraging expected behavior 5. Continuum of
procedures for discouraging inappropriate
behavior 6. Procedures for on-going monitoring
evaluation
71
Tier I Behavior Early Screening
  • Focus on classroom and individuals
  • Screen all children for behavior
  • Aggressive behaviors-identify and treat at young
    ages
  • Treat through age 8 Manage after age 8
  • Early intervention much more effective than later
  • Social isolation
  • Bullying
  • Classroom related social skills (or academic
    enablers

72
Tier I Behavior Importance of Prevention and
Early Identification-Early Treatment
  • Walker et al (1995)
  • If antisocial behavior is not changed by the end
    of grade 3, it should be treated as a chronic
    condition much like diabetes. That is, it cannot
    be cured, but managed with the appropriate
    supports and continuing intervention (p. 6).

73
Multiple Gating Procedures (Walker Severson,
1995) Sopris West
Teacher Ranking of Children ( 3 highest ranked)
on Externalizing and Internalizing Behaviors
Teacher Rating (Exceeds Norms)
Direct Observations and Parental Questionnaire
Focused Interventions
74
Behavioral Earthquakes
  • Critical Behavioral Events
  • High impact-great intensity-low frequency
    behaviors Behavioral Earthquakes
  • Fire setting, cruelty, extreme aggressiveness,
    suicide threats/attempts, physical confrontation,
    use of weapons, etc.
  • Should provoke immediate referral
  • School Archival Records Search (SARS)-Sopris

75
Tier I Behavior cont. Classroom Organization
and Behavior Management (
  • http//www.cde.ca.gov/ls/ss/se/classroommgmt.asp
  • Kellam, Baltimore Schools
  • Students randomly assigned to 1st grade
    teachers, then classroom was the unit of analysis
  • Classrooms observed during first 9 wks., high
    rates of disruptive behavior and aggression,
    large differences across classrooms
  • Classrooms randomly assigned to,
  • Experimental condition Good Behavior Game
    (Barrish, et al, 1969 Sulzer-Azaroff Mayer,
    1991) vs.
  • Control condition of in-service on general
    curriculum issues

76
Kellam Research Classroom Organization and
Management
  • Good Behavior Game (Barrish, et al., 1969)
  • Group contingency
  • Two groups formed into teams
  • Define rules and positive behaviors
  • Teams compete for positive consequences
  • Team with highest rate of appropriate behaviors
    earn rewards
  • Lining up first, Help teacher pick-up classroom,
    free time, etc.

77
Kellam Research Effects of Good Behavior Game
Were Statistically Significant
  • Aggression and disruptive behavior continued in
    control classrooms
  • Marked reduction in experimental condition
  • Experimental classrooms had higher academic
    productivity and achievement
  • Aggressive students in both conditions followed
    through 6th grade and first grade classroom
    effects persisted
  • First grade experience sets academic and
    behavioral trajectory

78
Tier I Implications of Behavior
  • Classroom organization and behavior management
    are crucial to student success
  • Teachers skills at classroom management were
    then critical to childrens socialization,
    particularly in the face of family poverty.
    (Kellam, et al., 1998a, p. 182)
  • Teacher training typically does not provide
    effective methods and experience in classroom
    behavior management. (Kellam, et al., 1998, p.
    182).
  • Relatively simple, cost effective interventions
    can produce large and persistent effects

79
Teacher Support Teams
  • For students who need additional support and
    intervention (1 to 5 of students)
  • Classroom based, teacher and/or team develops
  • One or two session problem solving
  • Minimal data requirements
  • Attempts over 3-4 weeks
  • Produce changes, then must sustain
  • Apply basic problem solving procedures

80
Basic Problem Solving (Teachers and School Teams)
(Heartland Area Education Agency, Johnston, IA)
Define the Problem (Screening and Diagnostic
Assessments)
What is the problem and why is it happening?
Develop a Plan (Goal Setting and Planning)
Evaluate (Progress Monitoring Assessment)
What are we going to do?
Did our plan work?
Implement Plan (Treatment Integrity)
Carry out the intervention
81
Tier I Teacher Support Team Analysis
  • What is student doing and why is it a problem
  • When is student successful and less likely to
    misbehave?
  • When is student less successful and more likely
    to misbehave
  • Why does behavior occur, what is student getting
    from the behavior
  • What other factors contribute to the behavior
  • Consider attention, escape, etc.

82
Principles Secondary Level (Sprick, R.S. (2006).
Discipline in the secondary classroom. San
Francisco Jossey-Bass.) (800-956-7739)
  • Basic behavioral strategies, Key concepts
  • Instructional design and evaluation systems
  • Prepare for routines and procedures
  • Expectations Teach students to be successful
  • Rules and consequences, responding to misbehavior
  • Motivation Enhancing desire to succeed
  • Proactive planning for misbehavior

83
Middle and High School RTI Applications
  • Same principles and goals Improve Results
  • Evidence-based interventions matched to student
    needs implemented with good fidelity
  • Data-based, progress monitoring with formative
    evaluation, that is, data on initial status,
    goals related to benchmarks, progress monitoring
    against goals, and changes in interventions based
    on progress
  • Decisions based on student responses to
    interventions

84
Middle and High School RTI Applications Frequent
Goals at Middle and High School
  • Academic skills deficits
  • Teach skills in basic areas including reading and
    math
  • See Florida web site for teaching reading to
    adolescents at www.fcrr.org/
  • CBM used, progress at gt 1 word correct growth per
    week, goals, graphs, formative evaluation, etc.
  • Significant needs for basic instruction

85
Middle and High School RTI Applications Course
Involvement and Completion
  • Learning strategies Systematic teaching of
    methods to learn content http//www.ku-crl.org/
  • Taught in context of general education classes,
    by general education teachers or special
    education teachers (resource program)
  • Significant effect sizes related to completion of
    courses, improved grades, and improved content
    mastery
  • Many students with these needs

86
Middle and High School RTI Applications Effort
and Work Completion
  • Can Do But Wont Do
  • Unintended reinforcement for poor effort and low
    productivity
  • Interventions do improve both effort and
    productivity
  • Data are critical!!!
  • Data followed by interventions, etc.

87
Middle and High School RTI Applications School
Involvement and Drop Out
  • Drop out not an event, but a process
  • Encouragement to leave or to stay??
  • Drop out prevention measures
  • Find at risk kids
  • Ensure teacher encouragement, someone who cares,
    monitors, encourages
  • Formal programs like Check and Connect

88
Middle and High School RTI Applications Middle
and High School Problem Solving
  • Define problem
  • Determine data, several weeks, months, years
    depending on the problem
  • Establish goals, Implement interventions, Monitor
    progress, Change interventions as necessary
  • Evaluate results

89
Middle and High School RTI Applications Problem
Solving Example
  • Drop Out
  • Scientifically-based interventions
  • Identify proxies for drop out to permit early
    intervention, e. g., school attendance,
    disciplinary referrals, failing courses, etc.
  • Gather data on current conditions
  • Establish goals
  • Implement interventions
  • Monitor progress and change intervention if
    results do not meet reasonable goals

90
Middle and High School RTI Applications Problem
Solving Example
  • Failing courses
  • Current status
  • Causes of failure (effort vs skills or both)
  • Goals for improvement (without lowering
    standards)
  • Interventions (brainstorm)
  • Monitor progress, change interventions as needed
  • Evaluate results

91
Summary of Tier I
  • Universal level, all students
  • Scientifically-based, right content and direct
    instruction
  • Greater intensity and increased measurement
    precision for students below benchmark
    trajectories
  • Criterion for success? 80 to 85 are at or above
    benchmarks
  • Assess classrooms, schools, districts
  • Identify students needing additional assistance

92
Tier II Academic and Behavioral Interventions
  • Individual behavior interventions in general
    education that meet all criteria for problem
    solving
  • Individual or small group academic interventions,
    following
  • Standard protocol interventions (reading)
  • Individualized academic
  • Evidence based practices.

93
Tier II Behavior Problem Solving Criteria
  • Behavioral definition of the problem
  • Collection of data reflecting current level of
    performance
  • Comparison of current level of performance to
    expectations (peer comparisons, age or grade
    norms)
  • Development of goals for change in performance
  • Analysis of conditions (including prerequisite
    and current skills levels)

94
Tier II Behavior Problem Solving Criteria cont.
  • Development of an intervention plan that is
    written, systematic, and based on
    scientifically-based instructional or behavioral
    intervention principles
  • Development of an intervention plan that is
    written, systematic, and based on
    scientifically-based instructional or behavioral
    intervention principles
  • Implementation of the plan with treatment
    fidelity checks

95
Tier II Behavior Problem Solving Criteria cont.
  • Progress monitoring data collected frequently,
    represented graphically, and results compared to
    goals
  • Changes are made in the intervention based on
    progress monitoring data
  • Evaluation of results with decisions made to
    consider more intensive interventions which may
    be special education

96
Tier II Academic Interventions (Vaughn et al.,
2003 Exceptional Children)
  • Goals Move performance to benchmark trajectories
    and, If needed, consider more intensive
    interventions
  • Example of Tier II academic intervention
  • Small group, N4-5, pull out, similar needs
  • 30 to 35 minutes per day in addition to classroom
    instruction
  • Progress monitoring weekly
  • 10 to 20 weeks of instruction
  • 5-component reading interventions, with emphasis
    on weak components

97
Tier II Academics and Behavior
  • Targeted individual interventions in classrooms
    and in standard protocol academic settings
  • Behavior (attention and on task) predict outcomes
    of academic interventions)
  • Standard protocol interventions use a point
    system to prompt and reinforce task engagement
  • Improved behavior often is crucial to persistence
    of academic interventions effects over time and
    generalization to classroom settings

98
Standard Protocol Reading Models for Tier II
  • http//www.texasreading.org/utcrla/ U Texas,
    Vaughn
  • http//www.fcrr.org/ Florida State Torgesen
  • Reading five domains taught each day
  • Direct instruction
  • Weekly progress monitoring
  • Individual graphs, progress against goals
    referenced to benchmarks
  • Decisions determined by student response
  • Fade Tier II and return to general education
  • Consider Tier III based on insufficient response

99
Graph Current Status
Words Correct Per Minute
Benchmark24
Egbert11
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
100
Determine Goal Class1.5 wd growth per week
Egbert Goal 2 wd growth per week
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
101
Monitor Egberts Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
102
Formative Evaluation Change Intervention
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
103
Continue Intervention and Monitor Progress
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
104
Raise Goal to 2.5 WCM Growth
Change Intervention
Change Goal
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
105
Continue Intervention and Monitor Progress
Change Intervention
Change Goal
Fade Tier II
Words Correct Per Minute
Benchmark
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
106
Decisions Re Egbert
  • Fade Tier II academic intervention
  • Reduce number of weekly sessions
  • Monitor progress to ensure continued progress
  • Evaluate behavioral intervention (not shown here)
  • Depending on results, consider enhancing, fading,
    or discontinuing
  • Do NOT consider more intensive interventions

107
Prevention of Special Education
  • Presidents Commission (2002) Values and
    Outcomes
  • Efficacy of special education is not universally
    documentedlowered expectations, reduced academic
    press
  • Later educational opportunities typically are
    better if learning and behavior problems can be
    resolved in early grades
  • Probable later career opportunities are better if
    students can complete general education programs
  • Prevention and early intervention enhance
    positive outcomes and expand educational and
    career opportunities

108
Case II Egberta, Academic Intervention
  • Egberta (Egberts twin sister)
  • Similar performance in reading
  • No behavioral issues, described as quiet,
    cooperative child who tries hard and does not
    disrupt the class
  • Would not have been referred by teacher, but
    discovered through universal screening

109
Egberta Determine Goal Class1.5 wd growth per
week Egberta Goal 2 wd growth per week
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
110
Monitor Egbertas Progress Relative to Goal
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
111
Change Egbertas Intervention
Change Intervention
Words Correct Per Minute
Benchmark
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
112
Implement Revised Intervention and Continue to
Monitor Progress
Change Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
113
Implement Second Intervention Revision
Change Intervention
Words Correct Per Minute
Benchmark
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
114
Gap Not Closing Consider Eligibility and More
Intensive Interventions
Change Intervention
Class WCM54
Words Correct Per Minute
Benchmark
Egberta WCM32
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
115
Egberta Consideration of Eligibility
  • Levels Difference Large performance differences
    compared to peers and benchmark expectations in
    relevant domains of behavior
  • Rate Difference Large differences in rate of
    learning compared to peers and trajectories
    toward benchmark standards when provided with
    high quality interventions implemented over a
    significant period
  • Documented Adverse Impact on Education
  • Documented Need for Special Education
  • Exit Criteria
  • Exclusion Factors Rule out MR etc.

116
What is a Comprehensive Evaluation
  • Note Federal Regulation,
  • (g) The child is assessed in all areas related
    to the suspected disability, including, if
    appropriate, health, vision, hearing, social and
    emotional status, general intelligence, academic
    performance, communicative status, and motor
    abilities. (34 C.F.R. 300.532
  • Meaning? Note if appropriate

117
Federal Requirements
  • Multiple domains must be considered
  • Screening in multiple domains followed by, if
    appropriate,
  • If potential educationally related deficits are
    suggested by screening, THEN
  • In depth assessment in the domain
  • Principle If screening suggests adequate
    functioning, then in depth assessment is wasteful
    and irrelevant

118
Comprehensive Evaluation After Tier II
119
Comprehensive Evaluation After Tier II
120
Comprehensive Evaluation Post Tier II
121
Special Education Eligibility Determination Using
RTI
  • Recall problems with current system
  • Integrate identificaton with treatment
  • Level of skills
  • Pattern of skills, deficits and strengths
  • Evaluation of progress
  • Evaluation of outcomes
  • Enhance effectiveness of special education

122
Old Models of SLD Identification
  • Problems with severe discrepancy criteria
  • Unreliable (especially stability of discrepancy
    scores)
  • Invalid (IQ discrepant poor readers do NOT
    respond better than IQ non-discrepant poor
    readers to reading instruction)
  • Causes Harm (Wait to Fail)

123
Old Models of SLD continued
  • Cognitive processing option ??
  • Scatter is normal, virtually all children will
    show significant strengths and weaknesses
  • Pattern of cognitive processes unrelated to
  • More accurate SLD identification
  • Improved instruction
  • Improved child outcomes
  • No scientifically-based studies showing benefits
    of designing instruction from cognitive profiles
  • Vested interests? and Burden of proof

124
Cognitive Processing Strengths and Weaknesses
  • ALL children have strengths and weaknesses
  • Normal readers? Not referred despite cognitive
    strengths and weaknesses
  • Poor readers? May be referred and, if so,
    cognitive strengths and weaknesses will be found
  • So what??
  • Improve accuracy of identification?
  • Improve interventions?
  • Cash validity is not sufficient

125
Cognitive Processing and Interventions ATI or
Matching Strengths Effects
  • Treatment/Intervention Effect Size
  • Modality Matched Instr. (Aud.) .03
  • Modality Matched Instr. (Vis.) .04
  • Simultaneous/Successive .??
  • Right Brain/Left Brain .??
  • Cultural Leaning Style .00
  • NOTHING FOR KIDS
  • FEEL GOOD ASSESSMENT

126
Results of ATI Research
  • King of England describing his Danish
    brother-in-law There is nothing there.
  • Cronbach, (1975). Once we attend to
    interactions, we enter a hall of mirrors that
    extends to infinity. (p. 119)
  • Kavale (1999) No supportive data, but cannot kill
    Phoenix-like processing claims
  • Vaughn and Linan-Thompson (2003), There is no
    empirical support for the use of modality-matched
    instruction or learning styles as a means to
    enhance outcomes for students with LD. (p. 142).

127
Challenge to Cognitive Processing Advocates in SLD
  • Show the field one scientifically-based study
    confirming a statistically significant
    interaction between cognitive processing pattern
    and teaching methodology OR
  • Document how cognitive processing can be used by
    practitioners to make reliable and valid SLD
    diagnoses, using the joint APA-AERA-NCME Test
    Standards?

128
Digression Neuropsychology and Neuroscience
  • Distinguish between neuropsychology and
    neuroscience
  • Neuropsychology is dependent on psychometric
    profiles
  • Difference scores are less reliable
  • Scatter is normal
  • Base rates for profile variations
  • Flat profiles are atypical
  • Nearly all have profile variations

129
Neuroscience Findings
  • Instruction in decoding changes brain functioning
    on fMRI
  • Neuroscience findings generally refute
    traditional neuropsychology with learning
    problems
  • Neurological functioning more dynamic, less
    static
  • Little practical application of fMRI to current
    school psychology practice
  • No unique LD markers!!

130
Digression fMRI Studies
  • Science article fMRIs of boys and girls engaged
    in decoding-Girls used both hemispheres, boys one
  • Implications??
  • Do fMRI to find real LD?
  • Abandon IQ and go to fMRIs
  • Trade the hatchback for an 18 wheeler
  • Cost issues 3m per machine, plus maintenance

131
More fMRI Implications
  • Delay reading until both hemispheres work for
    males simultaneously
  • So that is going to happen?
  • Equity issue---restrict girls to one hemisphere
    hemispherectomy
  • Hey, fair is fair
  • Improve male-female communication if females
    could use only one hemisphere at a time
  • Wait until I tell Krisann

132
Disproportionality Legal Requirements
  • 300.173 Overidentification and
    disproportionality
  • States must collect data on to determine if
    significant disproportionality by race exists re
  • Identification of students with disabilities by
    category
  • Placement options used, i.e., LRE profile
  • Incidence and kind of disciplinary actions
    including suspensions and expulsions

133
Disproportionality Legal Requirements
  • 300.173 Overidentification and
    disproportionality continued
  • If significant disproportionality exists, the
    state must
  • Review and, if appropriate, revise the policies,
    procedures, and practices used in identification
    or placement
  • Allocate 15 of IDEA funds to EIS, especially
    focusing on children significantly overidentified
  • Require the LEA to publicly report on the
    revision of policies, practices, and procedures
    described under paragraph (b)(1) of this section.

134
NRC Overrepresentation Panel Digression
Disproportionality
  • What were the real issues?
  • Was IQ the issue?
  • Did an IQ test ban resolve disproportionality or
    improve outcomes
  • Reschly (1980) Right problem-Wrong Solution

135
NRC Report Causes of Overrepresentation
  • Biological factors
  • Social factors
  • General education experiences
  • Special education system

136
Centrality of Outcomes in Disproportionality
  • Judge Peckham commenting on the 1979 Trial
    Opinion ban on IQ tests,
  • clearly limited to the use of IQ tests in the
    assessment and placement of African-American
    students in dead end programs such as MMR.
    (Crawford and Larry P., 1992, p. 15).

137
Centrality of Outcomes in Disproportionality,
cont.
  • Despite the Defendants attempts to
    characterize the courts 1979 order as a
    referendum on the discriminatory nature of IQ
    testing, this courts review of the decision
    reveals that the decision was largely concerned
    with the harm to African-American children
    resulting from improper placement in dead-end
    educational programs. (Crawford and Larry P.,
    1992, p.23).

138
Overrepresentation PanelNRC Recommendations
  • Universal early screening for academic and
    behavioral problems (Ktg-Grade2)
  • Early identification-interventions
  • Multi-tiered academic and behavioral
    interventions
  • RtI for eligibility-eliminate IQ for LD
  • Eligibility non-categorical for high incidence
    disabilities OR change current classification
    criteria for LD

139
Overall Conclusion
There is substantial evidence with regard to
both behavior and achievement that early
identification and intervention is more effective
than later identification and intervention.
Executive Summary, p. 5 Efficacy of special
education with reading problems after grade 3?
140
Solutions to Significant Disproportionality
  • Prevention, especially improving reading
  • 60 of 4th grade black students read below
    basic inexcusable!
  • Eligibility determination procedures and decision
    making
  • Focus on RTI and needs, consider alternatives to
    sp ed
  • Intensive interventions and special education
    exit for 20 to 40
  • Torgesen et al. studies

141
Overrepresentation PanelNRC Recommendations cont.
  • . no IQ test would be required, and the results
    of an IQ test would not be a primary criterion on
    which eligibility rests. Because of the
    irreducible importance of context in the
    recognition and nurturance of achievement, the
    committee regards the effort to assess students
    decontextualized potential or ability as
    inappropriate and scientifically invalid. (p.
    313).

142
RTI in Special Education Programs
  • Special education programs should be,
  • Scientifically based
  • Matched to student need
  • Progress monitoring against goals (exit criteria)
  • Formative evaluation
  • Goal of passing benchmark tests, exiting
  • Current special education programs????

143
Special Education for Students with High
Incidence Disabilities
  • High Incidence Disabilities
  • Mild Mental Retardation
  • Emotional Disturbance
  • Specific Learning Disability
  • Other Health Impaired-Attention Deficit
    Hyperactivity Disorder
  • Rate is 1 or more of the general student
    population

144
High Incidence Disabilities
  • School age identification
  • Usually not identified as adults
  • Teacher referral due to poor achievement plus,
    for many, disruptive behavior
  • No identifiable biological anomaly, normal
    appearance
  • Reading is a major concern for most (70-80)

145
Improving IEPs
  • Connect individual evaluation with IEP with
    Special Education Interventions
  • Critical IEP Components (relevant to the
    intervention) (not an exhaustive list)
  • Present Levels of Educational Performance
  • Measurable Annual Goals
  • Specifically designed instruction provided by
    qualified personnel
  • Participation in the general education curriculum
    and state wide assessments

146
Present Levels of Educational Performance
  • Must be related to the full and individual
    evaluation
  • Desirable
  • Stated in terms of the school curriculum
  • Specification of gaps between current performance
    and trajectories toward reaching benchmarks
  • Exit criteria for special education dismissal

147
Measurable Annual Goals
  • Goals are described in objective, measurable
    terms
  • Goals are stated in terms of the general
    education curriculum
  • Rate of progress specified, graphed
  • Skills specified
  • Progress compared to goals
  • Interventions changed or goals changed depending
    on progress

148
Specially Designed Instruction
  • Uniqueness of special education is NOT in
    different methodologies BUT IS IN
  • Intensity, frequency of progress monitoring and
    formative evaluation, precision of goals, and
    specificity of instruction
  • Intensity involves time, group size
  • Specificity of instruction, thoroughness of
    skills specification, intentional teaching,
    integration with other skills
  • Application of explicit, systematic instructional
    methods

149
Special Education Final Remarks
  • Special education can be effective
  • Set of services brought to students, not a place
  • Integrated with general education curriculum
  • Strong accountability
  • Implementation of scientifically based
    interventions with
  • Specification of goals
  • Frequent progress monitoring
  • Formative evaluation
  • Exit criteria

150
Critical Skills/Competencies
  • Problem solving-interviewing skills
  • Behavior assessment including CBM
  • Powerful instructional interventions
  • Powerful behavior change interventions
  • Relationship skills
  • Tailoring assessment to referral concerns

151
Continuing Education Problem solving and system
design
  • Reschly, D. J., Tilly, W. D. III, Grimes, J. P.
    (Eds.). (1999). Special education in transition
    Functional assessment and noncategorical
    programming. Longmont, CO Sopris West.
  • Bergan, J. R., Kratochwill, T. R. (1990).
    Behavioral consultation and therapy. New York
    Plenum.
  • Shinn, M. R. (Ed.). (1989). Curriculum-based
    measurement Assessing special children. New
    York Guilford Press.

152
Continuing Education CBM, CBE, Behavioral
Assessment
  • Shinn, M. R. (Ed.) (1998). Advanced applications
    of curriculum-based measurement New York
    Guilford Press.
  • Shapiro, E. S. (Ed.) (1996). Academic skills
    problems Direct assessment and intervention (2nd
    Ed.). New York Guilford Press.
  • Shapiro, E. S., Kratochwill, T
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