Special Education Eligibility Using Response to Intervention

1
Special Education Eligibility Using Response to
Intervention
Daniel J. Reschly dan.reschly_at_vanderbilt.edu Ore
gon School Administrators Eugene, OR September
19, 2005
2
What Next? Problem Solving and Response to
Intervention

• School psychology roots in Bergans Behavioral
  Consultation and Denos Data-based Program
  Modification (late 1970s)
• Cronbach, 1975, "One monitors responses to the
  treatment and adjusts it .." (p. 126).
• Scientific method-Problem Solving is a self
  correcting methodology.
• Explicit steps and components
• Goal is to produce client change, not prediction
  of likely success or placement
• Disconfirm predictions

3
Problem Solving and Response to Intervention in
LD Identification

• Pragmatic, applies empirically validated
  principles from a variety of psychological
  theories and traditions
• Select interventions that are successful with
  groups in RCTs
• Apply to individuals with progress monitoring and
  formative evaluation
• Time series analysis graphs used across all tiers

4
Foundations for Policy Changes What Does Work?
ABA, DI, CBM

• Treatment Effect Size
• Applied Behavior Analysis. 1.00
• CBMGraphingFormative
• Evaluation .70
• CBMGraphingFormative
• EvaluationReinforcement 1.00
• Comprehension Strategies gt1.00
• Many other effective instructional and behavior
  change principles

5
Issues Quality of problem solving IF used for
eligibility

• 1. Precise Definition of the Problem in Terms of
  Observable Behavior
• 2. Valid and Reliable Measure of the Behavior in
  the Natural Setting
• 3. Validate the Existence of the Problem
  Estimate the Severity (Age Norms/Peer
  Comparisons)
• 4. Establish Intervention Goals in Terms of the
  Target Behavior
• 5. Analysis of Antecedent (including prior
  knowledge), Situational, and Consequent
  Conditions

6
Issues Quality of problem solving IF used for
eligibility

• 6. Formulate an Intervention Plan Based on
  Principles of Behavior Change or Instructional
  Design
• 7. Systematic Implementation of the Intervention
  with Treatment Integrity and Frequent Monitoring
  of Progress
• 8. Revision of the Intervention as Needed
  According to Progress Toward Goals
• 9. Evaluation of the Intervention with Further
  Problem Solving as Needed
• 10. Systematic Plan for Maintenance and
  Generalization of Behavior Change

7
Current Prereferral Practices

• For most, meaningless step
• Behavioral Definition? 15
• Data prior to intervention? 10
• Written Plan? 15
• Progress monitored/changes? 5
• Compare pre to post 10

8
PROBLEM SOLVING CHART
Does the damn 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
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Problem Solving-Response to Intervention in LD
Identification

• 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.

10
PS-RTI Advantages

• Strong focus on prevention and early
  identification-early intervention
• Procedures prompt use of scientifically-based
  interventions
• Self-correcting individual response monitored
  with formative evaluation
• Generates data relevant to effective special
  education treatments
• Provides the basis for sp ed exit criteria

11
PS-RTI Challenges

• Fidelity of Treatment, steps and decision making
• Paradigm Shift Change thinking and priorities
  about services
• Continuing education needs of practitioners
• No bright lines to separate eligible from
  non-eligible students

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What To Do With Egbert??Problem Solving

• Step 1 Parent Involvement
• Inform
• Seek consent
• Describe subsequent steps and procedures
• Invite participation
• Involve, at parents discretion, in problem
  solving
• Schedule meeting

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Egbert RTI Problem Solving

• Step II Problem Statement
• Interview significant others with questions and
  summary statements
• Specific behaviors, observable and measurable,
  domains of behavior, settings
• Alterable characteristics of student and
  environment
• Avoid discussion of internal child deficits

14
Egbert RTI Problem Solving Step II Problem
Statement

• Low reading based on poor oral reading fluency in
  tutoring sessions
• Poor decoding skills based on ORF observations
  and criterion referenced measures
• Social behaviors that interfere in general and
  special education, inattentive, non-compliant
  defined

15
RTI Problem Solving Step IIISystematic Data
Collection

• Brainstrom appropriate measures
• Accurate quantification of difference between
  current and desired levels,
• Direct,
• Match setting and domain,
• Frequent and repeated measurement
• Sensitive to growth in academic and/or behavioral
  skills
• What measures are appropriate?

16
RTI Problem Solving Step IIISystematic Data
Collection

• RIOT Principle
• Review records
• Interview significant others
• Observe
• Test
• Multiple Informants
• Multiple Settings
• Convergent Validity Principle

17
RTI Problem Solving Step IIISystematic Data
Collection

• Reading-CBM
• ORF measures-validity? Check it.
• Decoding criterion referenced, specify skills
  mastered and needed
• Social Behaviors
• Systematic behavior observation, peer referencing
• Event recording of non-compliance and work
  completion

18
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
• Controversial Useful in identification of SWD

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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

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Foundations of CBM

• Denos Advance
• 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
• Content drawn from curriculum

21
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

22
Resources for Intervnetions

• 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/

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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

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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

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Administering Oral Reading Passages

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

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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.

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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.

28
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

29
Egbert Problem Solving Step IIISystematic Data
Collection

• Behavior Observation
• Focus on problematic behaviors, attending, noisy,
  physically negative, in appropriate locale
• Peer referenced, determine typical levels of
  performance
• Across relevant settings
• Multiple measures

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Peer Referenced Behavior Observation Momentary
Time Sampling 15 second intervals
31
Egbert Problem Solving Step IIISystematic Data
Collection

• Work completion-Gen Ed Classroom
• Egbert40 Peers90
• Work completion-Tutoring
• Egbert60 Peers95
• Non-Compliance (event recording)
• General classroom5 per day
• Tutoring2 per day
• Parents5 per day

32
Egbert Problem Solving Step IIISystematic Data
Collection

• Educationally Relevant Discrepancies?
• Reading-ORF and Decoding
• Classroom and Tutoring, interfering behaviors
• Non-compliance-observed in general classroom,
  tutoring, and home
• Is There Justification for Intense Interventions?

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Egbert Problem Solving Step IVProblem Analysis

• IF-THEN Statements
• If this is done, then Egbert will ______.
• If these conditions are established, then Egbert
  will ________________.
• Intervene with each educationally significant
  discrepancy
• Implement powerful intervention principles from
  the instructional design and behavior change
  literatures

34
Egbert Problem Solving Step IVProblem Analysis

• Interpretation Egbert exhibits
• Skills deficits (poor reading fluency, poor
  decoding) and
• Performance problems (inattentive, disruptive
  classroom behavior, non-compliance at school and
  home).
• Emotional regulation is adequate

35
Egbert Problem Solving Step IVProblem Analysis

• Skills deficits Focus on instruction, teaching,
  learning conditions
• Performance problems Focus on antecedents and
  consequences.
• Emotional regulation Focus on modeling, guided
  practice, simulation, self-instruction, control
  triggers

36
Egbert Problem Solving Step IVProblem Analysis

• IF more explicit instruction is provided, with
  precise goals, progress monitored 2 Xs per week,
  graphed, formative evaluation applied, Egbert
  will make more rapid gains in reading
• If greater individualization and task analysis is
  conducted, focusing specifically on decoding
  skill development, Egbert will acquire better
  decoding skills and improve reading

37
Egbert Problem Solving Step IVProblem Analysis

• IF fluency training is implemented, Egbert will
  improve ORF (e.g., rereading)
• In behavioral expectations are made more explicit
  during each classroom activity and systematic
  reinforcement contingencies established for
  improved attentiveness, etc., Egbert will improve
  behavior and learn more rapidly

38
Egbert Problem Solving Step IVProblem Analysis

• If consistent interventions are used at home and
  school involving more frequent communication,
  greater consistency across settings, and more
  powerful reinforcement for improved work
  completion and compliance to requests, Egbert
  will improve in both areas and in reading.

39
Egbert Problem Solving Step V Goals

• ORF will increase by 2 WRC per week (class
  average is 1.5 per week)
• Word list fluency will increase by 2 WRC per week
• Word attack skills will increase by 2 units per
  week as defined by the district adopted criterion
  referenced
• Work completion and accuracy will increase by 5
  per week until Egbert meets or exceeds class
  averages

40
Egbert Problem Solving Step V Goals

• Inattentiveness, physically negative,
  inappropriate locale, and noisy will improve by
  5 per week until peer averages are attained.
• Non-compliance at school and home will be reduced
  to no more than 1 per day

41
Intervention Plan Development

• Powerful instructional and behavior change
  principles, scientifically based
• Reschlys General Principles
• Effective classroom organization and behavior
  management-Good Beh Game
• Instruction at the childs skill level
• Teacher directed, skills based
• Strong curriculum scope and sequence defined
  skill hierarchy

42
Intervention Plan Development

• Reschlys General Principles cont.
• Ambitious goals
• High rate of student response/feedback
• Time on task
• Monitor progress, graph results in relation to
  goals
• Formative evaluation rules and instructional
  changes
• Reinforcement, matched to group or child

43
Reading Curriculum/Interventions

• 5 Components of good reading instruction
• Phonemic awareness (Ktg. 1st grade)
• Alphabetic principles
• Fluency
• Vocabulary
• Comprehension
• Systematic instruction in each

44
Egbert Problem Solving Step VI Intervention Plan
Development

• Reading instruction augmented by 20 minutes per
  day of direct instruction on fluency and decoding
  skills with progress monitored 2 Xs per week
• Explicit expectations for behavior-sign system
  designed by psychologist and teacher. Activity
  reinforcers in school and home used to consequate
  improved behavior

45
Egbert Problem Solving Step VI Intervention Plan
Development

• Daily home school noted will be implemented based
  on the goals and progress monitoring. Meeting
  goals produces an additional 30 minutes per day
  of TV. Failure to meet goals results in
  reduction of 30 minutes per day
• Psychologist will provide support in the
  development of measures, intervention materials,
  graphing, progress monitoring, and formative
  evaluation
• Plan reviewed every 2 weeks

46
Egbert Problem Solving Step VII Intervention
Plan Implementation

• Prompts and props provided
• Intervention check-list
• Follow-up contacts, in person and phone
• Revise interventions that turn our to be not
  feasible
• Observe implementation (with teachers or
  parents permission)

47
Step VIII Progress Monitoring and Formative
Evaluation

• Time series analysis graph with goals for
  behavior change
• Frequent measurement, 2x per week in academics
  daily (if feasible) on behavior goals
• Rules for making changes in interventions
• Implement changes as needed

48
Time Series Analysis Graph in Reading
Words Correct Per Minute
Words Correct Per Minute
0 5 10
15 20 25
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
Weeks
49
Graph Current Status
Words Correct Per Minute
Class24
Egbert11
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
50
Determine Goal Class1.5 wd growth per week
Egbert Goal 2 wd growth per week
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
51
Monitor Egberts Progress Relative to Goal
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
52
Formative Evaluation Change Intervention
Change Intervention
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
53
Continue Intervention and Monitor Progress
Change Intervention
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
54
Raise Goal to 2.5 WCM Growth
Change Intervention
Change Goal
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
55
Continue Intervention and Monitor Progress
Change Intervention
Change Goal
Words Correct Per Minute
Class Growth
Class24
Egbert11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
56
Determine Goal Class1.5 wd growth per week
Egberta Goal 2 wd growth per week
Words Correct Per Minute
Class Growth
Class24
Egberta11
Egbert goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
57
Monitor Egbertas Progress Relative to Goal
Words Correct Per Minute
Class Growth
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
58
Change Egbertas Intervention
Change Intervention
Words Correct Per Minute
Class Growth
Class24
Egberta11
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
59
Implement Revised Intervention and Continue to
Monitor Progress
Change Intervention
Words Correct Per Minute
Class Growth
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
60
Implement Second Intervention Revision
Change Intervention
Words Correct Per Minute
Class Growth
Egberta goal line
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
61
Implement Second Intervention Revision and
Monitor Results
Change Intervention
Words Correct Per Minute
Class Growth
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
62
Gap Not Closing Consider Eligibility and More
Intensive Interventions
Change Intervention
Class WCM54
Words Correct Per Minute
Class Growth
Egberta WCM32
0 1 2 3 4 5 6 7 8 9
10 12 14 16 18 20
Weeks
63
Step IX Evaluation and Eligibility Determination

• Outcome 1
• Continue program until Egbert is at class average
• Fade program, monitor results
• Absent program, Egbert continues to make normal
  progress Forget sp ed
• Absent program, Egberts progress diminishes
  dramatically
• Consider sp ed

64
Egbert Problem Solving Step X Eligibility
Decision Making Maintenance and Generalization

• Monitor progress and make program changes
• If in general education, diminish progress
  monitoring to 1 per week, to 1 per 2 weeks, to 1
  per monty
• If in special education, maintain 2 times per
  week progress monitoring with formative
  evaluation rules

65
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

66
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.

67
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. R. (Eds.).
  (2000). Behavioral assessment in schools
  Theory, research, and clinical applications (2nd
  Ed.). New York Guilford Press.

68
Continuing Education Academic and Behavioral
Interventions

• Sulzer-Azaroff, B., Mayer, G. R. (1991).
  Behavior analysis for lasting change. Fort
  Worth, TX Holt, Rinehart, Winston.
• Howell, K. Nolet, V. (2000). Curriculum-based
  evaluation Teaching and decision making (3rd
  Ed.). Atlanta, GA Wadsworth.
• Shinn, M.R., Walker, H.M., Stoner, G. (2002). 
  Interventions for academic and behaviors problems
  II  Preventive and remedial approaches. 
  Bethesda, MD NASP

69
Summary
Moving from where we are to where we need to be
is a huge challenge for the new century BUT I
Believe The Best Is Yet To Be
70
Sense of Humor

• Three things that are real God, human folly, and
  laughter
• The first two are beyond our comprehension
• So we must do what we can with the third.
  John F. Kennedy
• Best wishes to you for a great convention and
  year