Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009
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This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
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Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009
- 1. RTI Presented by Steven Vitto
- 44. Essential Component 1: Multi-tier Model
- 48. Essential Component 2: Problem-Solving Method What is the problem? Why is it happening? What should be done about it? Did it work?
- 66. Systems of Positive Behavioral Support to Prevent Problem Behavior and Identify At-Risk Students ALL STUDENTS 1-3% • Effective instruction • Crisis management plans • Wraparound planning • Alternative placements • Special Education INTENSIVE PREVENTION AND INTERVENTION INTENSIVE SERVICES • Clear expectations • Teach expectations •Facilitate success • School-wide data • Rules, routines, and c physical arrangements UNIVERSAL SYSTEMS SCHOOL-WIDE PREVENTION • Planned and implemented by all adults in school 10% 90% Successful • Effective instruction • Increased prompts/cues •Pre-correction • Functional assessment • Effective Interventions •Individuals/small #s TARGETED INTERVENTIONS TARGETED PREVENTIONS • Key teachers and specialists implement
- 67. Center for Positive Behavior Interventions and Supports (2002)
- 76. Worry #2: “ Train & Hope ” REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice WAIT for New Problem Expect, But HOPE for Implementation
- 85. Data Driven Decision Making
- 98. Evidence Based Practices in Classroom Management
- 99. What “kind” of students can display problematic behavior? All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about the 5 critical features of evidence-based classroom management to be able to help all students.
- 102. Establishing a Relationship Based Approach Reinforcement should be a celebration of effort
- 103. Continuum of School-Wide Instructional and Positive Behavior Support Primary Prevention : School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention : Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention : Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% OSEP Center on Positive Behavior Interventions and Supports; http://www.pbis.org
- 104. Another Look at School-wide Positive Behavior Support Systems Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems
- 109. Behavior Mantra: “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”
- 110. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous
- 111. Circa 1996
- 122. Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support. Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Students performing at desired levels Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Too few performing at desired levels
- 126. RTI Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people
- 131. Referrals by Student Possible students for targeted intervention? 8 students
- 132. Referrals by Student Possible students for targeted intervention? 19 students
- 133. Referrals by Student Possible students for Strategic intervention?
- 134. Possible students for targeted intervention? 200 students Referrals by Student
- 142. Students with chronic/serious problem behavior (1-5%) 6+ Major Discipline Referrals Students at risk for problem behavior (5-15%) 2-5 Major Discipline Referrals Students with mild or no problem behavior (80-85%) 0-1 Major Discipline Referrals Adapted from Crone & Horner (2003) Specialized Individual Interventions Specialized Group Interventions Schoolwide Intervention School, Classroom or Non-Classroom Systems All Students in School Continuum of Behavioral Assessment and Supports Functional Behavior Assessment Quick Sort and BEP Assessment of system
- 147. Major Discipline Referrals by Student Students with 2 - 5 referrals These students are identified for Strategic Group Interventions. They have 2-5 Major Office Referrals. These interventions should support 15-30 students.
- 148. Major Discipline Referrals by Student These students are identified for Intensive Individual Interventions. They have 6+ Major Office Referrals. These interventions should support approximately 1-15 students. Students with 6+ referrals
- 153. Behavior Mantra: “ It is easier to prevent a behavior from occurring than to deal with it after it has happened.”
- 154. If you’ve told a child a thousand times and she/he still doesn’t understand, then it is not the CHILD who is the slow learner! Anonymous
- 155. Desired Alternative Acceptable Alternative Typical Consequence Told “good job” Grades Do work w/o complaints. Ask for break, ask for help. The Competing Pathways chart for our friend Eddie Setting Events Triggering Antecedents Maintaining Consequences Problem Behavior Extended structured activity (math) Do a difficult task Threatens, Uses profanity Remove from class. Function Avoid task
- 158. Setting event Antecedent Response Consequence The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “ Just let me do them.” You sigh and go watch the game . You know if you pretend you can’t do something she will do it for you The football game is coming on and your spouse asks you to wash dishes You break two dishes and a glass Your spouse takes over and washes the dishes herself What function? Avoid activity
Editor's Notes
- Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence.
- These are the critical features of providing positive behavior support at the school-wide level as well as for groups and individual students. We are structuring today’s training around these “Big Ideas” Identify expectations ( Introduced at first day of training, presented as homework, reviewed and added to for today’s training Teach expectations (introduced and developed at today’s training along with time to work on teaching expectations plan, needs to be taught for all students in school setting) Monitoring expected behavior (Will be discussed in today’s training - active supervision) Acknowledge/Encourage expected behavior (Presented in today’s training along with time to work on school-wide acknowledgment plans) Correct behavioral errors through a continuum of consequences (participants will be provided with time to work on a documented continuum of consequences) Information for decision-making (presented each time we meet)
- This is a school that has participated in a federal research grant. This evidence and model from the federal grant was used to expand into the MiBLSi project. K-5 elementary school approximately 326 students Title support within the school and about 34 percent free and reduced lunch The goal was set at .69 average times number of students/100 (based on research from 321 elementary schools) There is a decrease in ODR each month (compared to previous years) due to implementation of this model
- School A is the same school as presented in previous slide School C is an inter-city school with approximately 85% free and reduced lunch and about 380 students
- School A is the same school as presented in previous slide School C is an inter-city school with approximately 85% free and reduced lunch and about 380 students
- Brandi
- In the 1998 movie, The Horse Whisperer , a tragic horseback riding accident left a young girl with life-long physical and emotional scars, and left her prized horse traumatized and spooked. A previously well-behaved horse now behaved unpredictably and threatened all who approached him. The young girl’s mother was desperate to help her daughter recover emotionally from the incident, and believed the horse’s problem behaviors could also be corrected. While searching the internet for a solution, she discovered a “horse whisperer” who reportedly had a special gift for communicating with troubled horses. She called the Montana “equine therapist” from New York and said, “I’ve heard you help people with horse problems.” Tom Booker, the horse whisperer responded, “Truth is, I help horses with people problems.”
- Increases in problem behavior in our nation’s schools are well documented. Many teachers and administrators believe their schools need help with student behavior problems . “ Truth is, our students need help with school problems ”. Our schools are increasingly unpleasant, impersonal, and hostile. They demand compliance rather than excellence; they expect performance without providing sufficient instruction and support; and they place responsibility for success on others without accepting it themselves. Students need teachers who are more inclined to whisper than they are to criticize, and more inclined to teach and support than they are to punish and exclude. Our priority is not to change student behavior so our schools can be better; it is to change schools so our students can be better. The approach known generally as Positive Behavior Support is a research-based strategy for “whispering” to students, and strengthening their abilities to succeed socially and academically.
- 27
- Importance of Prevention Reduces the number of students at-risk. Reduces the intensity of many of the at-risk behaviors.
- Today, we are focusing on developing support systems for students who display mild problem behaviors. At this level, we are NOT developing individualized interventions for students with serious, chronic, problem behaviors. This may be a point that needs to be repeated and reviewed several times during the training. It is common for participants to begin to ask questions about individualizing support (e.g., Don’t students need highly individualized goals on CICO?, What about kids that……., etc). Remind participants that targeted supports are: designed for students with mild problem behaviors, and that a primary goal is efficiency. In addition, explain that we will cover individualized interventions during the intensive behavior training. When we say “intervention package” we are referring to a conceptual idea, not a “packaged curriculum”
- Briefly discuss each of the critical features. Schools often think that they have several targeted group interventions, however they typically do not contain the critical features (for example, the school may provide social skills training in groups, but the intervention is not available on a regular basis, may not be implemented by all staff (if a pull-out group), and progress may not be monitored Implemented consistently across students: These are not individualized interventions. They are “packages” Consider function of behavior: The possible motivation of behavior is considered and discussed (a simple FBA). Schools do not need to complete an FBA on these students, but should examine relevant data and make an educated guess (for example, if a child has a co-occurring academic deficit, it is likely that the function may be escape Continuously Available: Students can access at any time during the year. A non-example would be social skills groups that only allow new students every 8-10 weeks Rapid Access: Because the systems and the intervention packages are developed, students may receive assistance within 3 days of a request for assistance (or identification through other data sources) Low Effort: Should not require more than 10 minutes per day to implement (for the classroom teacher) Consistent with School-wide: Remember, we want to build on the SW system. Expectations should be incorporated into the interventions (e.g., CICO card with SW expectations, social skills training around behaviors that meet the expectations, etc) Implemented by all staff/faculty: All staff know how to implement the program (classroom teachers, paraprofessional, specials teachers, principal, etc) Continuous monitoring: As the child’s needs increase, so does the frequency of monitoring. Additional data should be collected and examined on a regular basis (mention similarities to progress monitoring in reading)
- Another reminder that
- This is George Sugai’s slide. Taken from his keynote presentation at the Fall 2009 MiBLSi Coaches Conference. We are absolutely not talking about “yellow” and “red kids” Everyone has areas of strength and weakness. Especially as we begin working on targeted and intensive supports, we must be so careful to acknowledge the continuum of supports that we all need and understand that our goal is to help students build more areas of strength and successful experiences.
- We should not be forcing students to participate—probability of this working for that student will be lower
- The addition of a targeted group intervention should be based on school-wide data trends. It is possible that schools may have a very small number of students (less than 10) who are in need of this type of intervention. In addition, some data may indicate that schools need to strengthen universal systems if data indicates that a large number of students have 2-5 referrals. Prompt schools to examine the overall trends in the data
- These are general guidelines, it’s important for the team to use the data and look for trends in students behaviors. Look for patterns of behaviors Time frame for these rules are: one school year/ Major Office Referrals only
- Have participant look at this graph. The data indicates that 8 students are in need of targeted interventions. ASK THE GROUP: What would be the best decision for this school? With this few students, we might go to intensive interventions, as it could be wasteful to spend a lot of time on targeted interventions when we could be going right to meeting students’ needs through intensive supports—always look at other data too for triangulation. Remember, that this would not be the case if this is our September graph—we’re talking about end of the year graphs. The goal if this graph is to look at the overall system and number of students who could need targeted interventions. The purpose is not to start talking about individual students here.
- This graph indicates that 19 students are in need of targeted group interventions. What decision should this school make?
- This graph show that 20 students are in need of a targeted group intervention. What decision should this school make? If we have a large school, even 10% can be a lot of students. Large schools can still implement targeted interventions, but they will need to be very organized.
- Here is an example from a larger school with more referrals. Approximately 200 students with 2-5 major ODRs Total student population is 1200 What would you do?
- Environmental modifications Rearranging classroom to reduce access to problem situations Reposition tables in cafeteria to reduce problems associated with traffic flow General procedure/routine modifications Stagger transition times Student support interventions CICO Mentoring Social Skills Tutoring Staff support interventions Develop staff skills in behavior management
- Discuss that classroom management must be in place (should be considered part of universal).
- Examine the different levels of support needed within the classroom
- George Sugai’s slide: Discuss the critical features of effective classroom management (briefly)
- Total Time: 15 minutes Before teams begin working, explain the classroom management self-assessment and provide an example of how a school could use this Example: All teachers complete the SA independently Teacher’s identify top three areas for improvement Responses are tallied. The team can identify 2-3 areas for improvement across the entire school. Monitor progress and follow-up
- Emphasize the importance of using academic interventions when the data suggest that is a possible function of the problem behavior. This is a list. Many of our schools have some of these programs. But what we are hearing from our national advisors is that students really benefit when we implement less with better integrity. Teams should not look at this list and feel that they need to start implementing all of these strategies/interventions www.firststeptosuccess.sri.com
- This triangle starts the discussion of WHO you are looking at for intensive interventions
- Editing Note: I know that feedback is typically considered under monitoring. Am thinking we may want to address that specifically SLM. The information for Practices was from slide #5 under PBS Systems Development. BLT
- Editing Note: We should include SWIS and DIBELS since most schools will be using that data. SLM> The information for Practices was from slide #5 under PBS Systems Development. Editing Note: The info used under the information circle was previously slide # 9 under PBS Systems Development. BLT
- Interventions may be grouped in areas of: Social/Behavioral Concerns Students with two to five major Office Discipline Referrals per year Inappropriate behavior has potential interferes with friendships and/or academics Possible Interventions: Social Skills training, Self-Management, Peer reporting, Behavioral Check-in Academic Concerns Students who have difficulty mastering academic material at same rate as peers Students who have difficulty with organization and completing assignments Possible Interventions: Peer tutoring, academic check-in, Homework club Emotional concerns Students who have had circumstances that may impact their performance (death of family member, homelessness, changes addresses often) Students who seem to “feel alone” Student who are extremely shy, unhappy and socially isolated, and/or easily overlooked Possible Intervention: Adult mentoring
- Students with 6 or more referrals are causing 50.33% (77/153) of all major referrals
- The problem is not just with the child, but in relationships between the child and the environment. Interventions must involve the educational environment as a whole, not the child alone. . An intervention in a course of behavior is designed to change the outcome by preventing the behavior from actually occurring, reducing the severity of the behavior, by de-escalating the behavior before it becomes extreme, or by assisting the student to use skills he or she has been taught to make a better behavioral choice.
- Effective Environments are Preventative , Educative, and Functional .
- Bartlebaugh, Thoman, Weber (1996) Spectrum Center “Decoding student behavior Grade K-6: Participant’s Guidebook”
- Problem behaviors are irrelevant when Child doesn’t need to escape anymore Child has access to positive events more commonly Problem behaviors are inefficient when Alternative behavior is available Alternative behavior is taught Problem behaviors are ineffective when Problem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.