Response to Intervention: Managing Behavior for Academic Success: A Skill-Building Lab Jim Wright www.interventioncentral.org

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Response to Intervention Managing Behavior for
Academic SuccessA Skill-Building LabJim
Wrightwww.interventioncentral.org
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Workshop Agenda
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RTI Listening to the Teachers Voice
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Essential Elements of RTI (Fairbanks, Sugai,
Guardino, Lathrop, 2007)

1. A continuum of evidence-based services available
   to all students" that range from universal to
   highly individualized intensive
2. Decision points to determine if students are
   performing significantly below the level of their
   peers in academic and social behavior domains"
3. Ongoing monitoring of student progress"
4. Employment of more intensive or different
   interventions when students do not improve in
   response" to lesser interventions
5. Evaluation for special education services if
   students do not respond to intervention
   instruction"

Source Fairbanks, S., Sugai, G., Guardino, S.,
Lathrop, M. (2007). Response to intervention
Examining classroom behavior support in second
grade. Exceptional Children, 73, p. 289.
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RTI Pyramid of Interventions
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What is the Connection Between RTI the
Functional Behavior Assessment (FBA)?
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Essential Elements of the Functional Behavioral
Assessment (FBA)

• Functional assessment is a collection of
  methods for obtaining information about
  antecedents, behaviors, and consequences The
  purpose is to identify the reason for the
  behavior and to use that information to develop
  strategies that will support positive student
  performance while reducing the behaviors that
  interfere with the childs successful
  functioning.

Source Witt, J. C., Daly, E. M., Noell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West..pp. 3-4.
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Essential Elements of the Functional Behavioral
Assessment (FBA) (Cont.)

• From this definition, several things are
  clear. First, functional assessment is not a
  single test or observation. It is a collection of
  methods involving a variety of assessment
  techniques, including observations, interviews,
  and review of records, that are conducted to
  acquire an understanding of a childs behavior.
• Second, the definition clarifies exactly what is
  assessedthat is, the childs behavior as well as
  what happens just before the behavior occurs and
  what happens as a result of the behavior.
• Third, the definition states clearly the goal of
  functional assessment, which is to identify
  strategies and interventions to help the child.

Source Witt, J. C., Daly, E. M., Noell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West..pp. 3-4.
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Behavioral Disabilities BD and RTI (Gresham,
1992)

• Resistance to intervention may be defined as
  the lack of change in target behaviors as a
  function of intervention. Given that the goal of
  all interventions is to produce a discrepancy
  between baseline and post-intervention levels of
  performance, the failure to produce such a
  discrepancy can be taken as partial evidence for
  a BD classification.

Source Gresham, F. M. (1992). Conceptualizing
behavior disorders in terms of resistance to
intervention. School Psychology Review, 20, p. 25.
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Factors Influencing the Decision to Classify as
BD (Gresham, 1992)

• Four factors strongly influence the likelihood
  that a student will be classified as Behaviorally
  Disordered
• Severity Frequency and intensity of the problem
  behavior(s).
• Chronicity Length of time that the problem
  behavior(s) have been displayed.
• Generalization Degree to which the student
  displays the problem behavior(s) across settings
  or situations.
• Tolerance Degree to which the students problem
  behavior(s) are accepted in that students
  current social setting.

Source Gresham, F. M. (1992). Conceptualizing
behavior disorders in terms of resistance to
intervention. School Psychology Review, 20, 23-37.
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The Purpose of RTI What Students Should It Serve?
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Big Ideas in Student Behavior Management
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Big Ideas Similar Behaviors May Stem from Very
Different Root Causes (Kratochwill, Elliott,
Carrington Rotto, 1990)

• Behavior is not random but follows purposeful
  patterns.Students who present with the same
  apparent surface behaviors may have very
  different drivers (underlying reasons) that
  explain why those behaviors occur.A students
  problem behaviors must be carefully identified
  and analyzed to determine the drivers that
  support them.

Source Kratochwill, T. R., Elliott, S. N.,
Carrington Rotto, P. (1990). Best practices in
behavioral consultation. In A. Thomas and J.
Grimes (Eds.). Best practices in school
psychology-II (pp. 147169). Silver Spring, MD
National Association of School Psychologists..
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Common Root Causes or Drivers for Behaviors
Include

• Power/Control
• Protection/Escape/Avoidance
• Attention
• Acceptance/Affiliation
• Expression of Self
• Gratification
• Justice/Revenge

Source Witt, J. C., Daly, E. M., Noell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West..pp. 3-4.
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Big Ideas Be Proactive in Behavior Management
(Martens Meller, 1990)

• Teachers who intervene before a student
  misbehaves or when the misbehavior has not yet
  escalated have a greater likelihood of keeping
  the student on task and engaged in learning.

ABC Timeline
A
Source Martens, B.K., Meller, P.J. (1990). The
application of behavioral principles to
educational settings. In T.B. Gutkin
C.R.Reynolds (Eds.), The handbook of school
psychology (2nd ed.) (pp. 612-634). New York
John Wiley Sons.
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Big Ideas Behavior is a Continuous Stream
(Schoenfeld Farmer, 1970)

• Individuals are always performing SOME type of
  behavior watching the instructor, sleeping,
  talking to a neighbor, completing a worksheet
  (behavior stream).
• When students are fully engaged in academic
  behaviors, they are less likely to get off-task
  and display problem behaviors.
• Academic tasks that are clearly understood,
  elicit student interest, provide a high rate of
  student success, and include teacher
  encouragement and feedback are most likely to
  effectively capture the students behavior
  stream.

Source Schoenfeld, W. N., Farmer, J. (1970).
Reinforcement schedules and the behavior
stream. In W. N. Schoenfeld (Ed.), The theory
of reinforcement schedules (pp. 215245). New
York Appleton-Century-Crofts.
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Big Ideas Academic Delays Can Be a Potent Cause
of Behavior Problems (Witt, Daly, Noell, 2000)

• Student academic problems cause many school
  behavior problems.
• Whether a students problem is a behavior
  problem or an academic one, we recommend starting
  with a functional academic assessment, since
  often behavior problems occur when students
  cannot or will not do required academic work.

Source Witt, J. C., Daly, E. M., Noell, G.
(2000). Functional assessments A step-by-step
guide to solving academic and behavior problems.
Longmont, CO Sopris West, p. 13