RTI and Student Conduct: Research-Based interventions to Manage Challenging Behaviors in the Classroom Jim Wright www.interventioncentral.org - PowerPoint PPT Presentation

About This Presentation
Title:

RTI and Student Conduct: Research-Based interventions to Manage Challenging Behaviors in the Classroom Jim Wright www.interventioncentral.org

Description:

RTI and Student Conduct: Research-Based interventions to Manage Challenging Behaviors in the Classroom Jim Wright www.interventioncentral.org Download PowerPoints and ... – PowerPoint PPT presentation

Number of Views:474
Avg rating:3.0/5.0
Slides: 32
Provided by: Mimi82
Category:

less

Transcript and Presenter's Notes

Title: RTI and Student Conduct: Research-Based interventions to Manage Challenging Behaviors in the Classroom Jim Wright www.interventioncentral.org


1
RTI and Student Conduct Research-Based
interventions to Manage Challenging Behaviors in
the ClassroomJim Wrightwww.interventioncentral.o
rg
2
Download PowerPoints and Handouts from this
workshop athttp//www.interventioncentral.org/
wausau.php
3
Workshop Agenda
4
  • Trivia Question What job is Jim Wright, school
    psychologist and school administrator, MOST often
    mistaken as having?

5
The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students.--Wright
(2005)
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
6
-You're a pretty smart fella.-Not that
smart.-How'd you figure it out?-I imagined
someone smarter than me. Then I tried to
think,"What would he do?From HEIST
(2001)Written by David Mamet
RTI Logic The Power of Working Smarter
7
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.
8
(No Transcript)
9
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.
10
Factors Influencing the Decision to Classify as
Having Behavioral Disabilities (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.
11
What does RTI look like when applied to an
individual student?
  • A widely accepted method for determining whether
    a student has a Learning Disability under RTI is
    the dual discrepancy model (Fuchs, 2003).
  • Discrepancy 1 The student is found to be
    performing academically at a level significantly
    below that of his or her typical peers
    (discrepancy in initial skills or performance).
  • Discrepancy 2 Despite the implementation of one
    or more well-designed, well-implemented
    interventions tailored specifically for the
    student, he or she fails to close the gap with
    classmates (discrepancy in rate of learning
    relative to peers).

12
Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
13
How can a school restructure to support RTI?
  • The school can organize its intervention efforts
    into 3 levels, or Tiers, that represent a
    continuum of increasing intensity of support.
    (Kovaleski, 2003 Vaughn, 2003). Tier I is the
    lowest level of intervention and Tier III is the
    most intensive intervention level.

Universal intervention Available to all
students Example Additional classroom literacy
instruction
Tier I
Standard-Protocol (Group-Based) Intervention
Students who need additional support than peers
are grouped and given targeted interventions.
Example Supplemental activities to boost reading
fluency
Tier II
Individualized Intervention Plan Students whose
intervention needs do not respond sufficiently to
Tiers I II are reviewed by the Teacher Support
Team. An individualized plan is put together,
monitored, and revised if needed.
Tier III
14
Levels of Intervention Tier I, II, III
Tier I Universal
Tier II Individualized
Tier III Intensive
15
Applying RTI Logic to Social Behavior Support
(Fairbanks, Sugai, Guardino, Lathrop, 2007)
  • Tier I (Universal System) for behavioral
    support
  • Is implemented schoolwide for all students
  • Requires that the school "identify and explicitly
    teach schoolwide expectations
  • Includes a system to "acknowledge
    expectation-compliant behavior"
  • Defines inappropriate behaviors and applies
    consequences for those behaviors with consistency
  • Reviews group progress toward schoolwide goals
    (data collection and feedback)

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.
16
Positive Behavioral Interventions Supports
Three-Tiered Approach
Source www.pbis.org
17
Difficult-to-Teach Students Unique Challenges
  • Struggling learners may
  • Have significant deficits in basic academic
    skills
  • Lack higher-level problem-solving strategies and
    concepts
  • Present with issues of school motivation
  • Show social/emotional concerns that interfere
    with academics
  • Have difficulty with attendance
  • As students advance through the grades, they
    also moving toward being self-managing learners

18
Big Ideas in Student Behavior Management
19
Imagineering Exercise
  • Imagine that you are walking through a South
    Asian jungle with a guide. You are alone in the
    great forest. Suddenly you come upon a
    clearing. In the clearing, you see a solitary
    elephant enaging in these behaviors.What
    thoughts go through your head as you watch the
    elephant?...

20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
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..
24
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.
25
Showed disrespect towards me when she yelled
inappropriately regarding an instruction sheet.
I then asked her to leave the room. She also
showed disrespect when I called her twice earlier
in the class to see her report card grade.
Teacher Referral Example
26
I gave out a test. After a few minutes, he
crunched it and threw it on the floor. If he
were not prepared, he could have talked to me and
I would have allowed him to take it on a
different date, as I usually do.
Teacher Referral Example
27
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.
28
ABC Timeline
29
C. and T. were horsing around in the classroom.
In the process, they knocked down an overhead
projector and crushed it.
Teacher Referral Example
30
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.
31
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
Write a Comment
User Comments (0)
About PowerShow.com