Carrying Out Response to Intervention and Positive Supports in Head Start and Other Preschools

Interventions, Assessments, Resources

Dave Barnett, Ph DMolly Halpin, Ed.SJulia Degreg, M Ed.Stacy Ling, M Ed

Elizabeth Rausch, M EdUniversity of Cincinnati

• Hart & Risley cumulative language experienceHart & Risley cumulative language experience

Before PreschoolBefore Preschool

Molly

Hart & RisleyMeaningful Differences in Language

Oral Language and Problem Solving

Cognitive skillsSocial growthVocabulary use

Versus

•Parent elaborates on child initiatives •Parent responses prompt child responses

Example:“Do you want to play with your toys or your chalk?”

•Parent feedback is corrective/critical•Parent does not prompt child speech

Examples:“Shut up”“You are going to hafta play by yourself. I am trying to make lunch.”

Molly

RtI & DecisionsRtI & Decisions

Prevention & Universal

Strategic/Targeted Intervention

Intensive Intervention

Decision rules

Decision rules

Inte

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Julia

It’s About…It’s About…• Evidence-based

Practice• Teaming• Collaboration• Problem Solving• Child Supports• Teacher Supports• Parent Involvement• Finding What Works

Julia

Overview: Overview: Language & literacy, social & Language & literacy, social & emotional ‘interventions’ are about learning emotional ‘interventions’ are about learning

opportunities and practiceopportunities and practice

RTI/PBS Model Putting Procedures

Together Prevention

Remediate deficient environments

Instructional approaches inappropriate behavior

Tier 1 Tier 1+2 Tier 1+2+3

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Julia

Why Positive Behavior Supports?Why Positive Behavior Supports?

• At least 50% of children who display problem behavior in preschool maintain such behavior patterns into elementary school.

• Children who have problem behavior in kindergarten and first grade face multiple challenges in school– Peer rejection– Negative interactions with teachers– Lack of support for developing appropriate behavior

patterns.

(Stormont, Smith, & Lewis, 2007)Stacy

Universal PBS Class-WideUniversal PBS Class-WideFrom Benedict et al., 2007• Positively stated rules poster

• Posted classroom schedule

• Expectations for each routine

• Transition signal

• Warning prior to transitions

• Pre-correction

• Acknowledgement (other than praise)

• Positive to negative ratio (4:1) of communications

• Specific verbal praiseStacy

PBS DemoPBS Demo

• Pre- Correction• Positive Scanning

– Moving• Slowly, Steadily, Unpredictable

pattern• Stopping to look at work, answer

questions

– Scanning: Sweeping and spot checks• Looking• Glancing while stopped

• Positive attention (TM+/TM-)• Following up• Language practice opportunities• “Watching Good Behavior Grow”

Julia

Keystone BehaviorKeystone Behavior

Dave

WHAT TO BUILD ONWHAT TO BUILD ON

Dave/Molly/Julia

Tier 1 AssessmentTier 1 Assessment• Evidence-based Curriculum,

materials, activities, & routines

• Classroom Assessment Scoring System (CLASS) & Instructional and Caring Contacts (ICC)

• Peer, agency, national norms• Engagement, rates of

disruption, discipline incidents

Julia

ICC (Instructional & Caring Contacts)ICC (Instructional & Caring Contacts) (A. Nichols)

• Instructional: direct and incidental learning

• Caring: Managerial practices & positive attention (TM+ & TM-)

• Child Engagement (stand-in for productive/positive practice)

Dave

ICC & demoActivity

Teacher Sampling 1 2 3 4 5 6 7 8 9 10

Intentional Instruction

Teacher Directed Instruction

Prompt/Practice

Modeling

Error Correction/Feedback

Incidental Teaching

Interactive Reading

Conversation

Other Positive Attention

Teacher Managerial – P& I

Teacher Managerial – NI

Student Scan Sampling

Engagement

Molly

Teacher 1's Managerial Variables Observed During Center Time.

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BaselineFluency

Condition Low intensity feedback/consultation

Teacher managerial positive

Teacher managerialnegative

Graph thanks to Jacqueline Gajus Ed.S

Teacher 1's Intentional Instruction Observed During Center Time.

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Baseline Fluency Condition

Goal: 50% by 5/8

Talking with another teacher

Low intensity feedback/consultation

100% Interobserver Agreement

100% IOA

Graph thanks to Jacqueline Gajus Ed.S

Tier 1 InterventionTier 1 Intervention• Activity & curriculum

development & adherence or verification

• PBS: Prevention & instruction• Instructional support for

teachers• Home: family literacy &

parenting• ‘Low intensity’ individualized

(differentiated, more productive practice)

Bethany

Examples of Tier 1Examples of Tier 1Classroom SupportsClassroom Supports

• Activity schedule

• Circle time & direct instructional support

• Response cards

• Milieu language techniques/Incidental Teaching

• PBS-class wide supports

• ICC + specific code; Curriculum Based Measures

• Interactive reading with “how to” scripts

Bethany/Stacy

Tier 1 Interventions Tier 1 Interventions Where & When? Throughout the DayWhere & When? Throughout the Day

• Increasing learning and practice opportunities– Circle time & CBM

• Choral responding• Response cards

– Transitions

• High interest activities (rotated)• Family Literacy Night• Class-wide systems

Stacy

Classroom JobsClassroom Jobs

Stacy

Watch Good Behavior GrowWatch Good Behavior Grow

Stacy

Intervention ScriptsIntervention Scripts• Natural language &

context

• Date & check-off

• Planned activity step-by-step guide

• Intervention adherence

• Self-regulated

Date: _________Watching Good Behavior GROW

Circle Time: Game Review __ 1. Remind the children they can earn cotton balls by

displaying appropriate social skills (refer to specific skill lessons covered). For example, “remember that you can earn a cotton ball for using nice talk with your friends.”

__ 2. Remind the children what they will earn when the picture is filled with cotton balls. For example, “remember that when you fill the snow man up with cotton balls you will earn 5 minutes of extra recess!”

Throughout the day: Individual Recognition__ 3. At least 3 times during the day, give cotton balls to

children who display appropriate social skills with their peers

__ 4. As you give them the cotton ball to place on the picture, tell the child specifically how they earned it. For example, “I like how Bobby used nice words to ask his friend to share the toy. Bobby earns a cotton ball because he used his nice words.”

% Steps completed: ____

Julia

Tier 2 AssessmentTier 2 Assessment• Keep peer & other norms • Sample small group

performance• Activities & routines for

embedded interventions?• Data-based program: skill?

practice? contingencies?• Measure intervention

adherence (small group or embedded)

Dave

Tier 2 Intervention Tier 2 Intervention

• Embedded interventions: increasing learning opportunities through discrete trial learning and incidental teaching

• Small group interventions: increasing learning opportunities through small group practice (e.g., choral responding for rule learning; added fluency practice)

• Add 15-25 minutes or by practice opportunities

Julia

Examples Tier 2 InterventionsExamples Tier 2 Interventions

• Opportunities to practice– Fishing Activity– Story Dice– And many others…

• Rotating activities

Molly/Julia

Tier 3 Assessment (Intensive & Tier 3 Assessment (Intensive & Individualized)Individualized)

• More Individualized Practice• Functional & Intervention-based

Assessment – Functional record review– Problem solving interviews– Teacher’s observations &

curriculum-based measures– Direct-observation by outside

consultant– Parent Observation & Daily

Reports – Brief intervention trials– Function-based interventions

Molly

Tier 3 Supports & Interventions (Intensified Tier 3 Supports & Interventions (Intensified & Individualized)& Individualized)

• ‘Can’t do? Won’t do?’

• Adding instruction (Add 15-30 min)

• Adding positives

• PBS Crisis plan

• Setting events

Dave

Tier 3 Intervention ExamplesTier 3 Intervention Examples

• Adding instruction• Social stories/scripts• Activity Schedule• Choice making • Peer and buddy systems (Play, Stay, Talk)

• Functional communication training• Non-contingent reinforcement (fixed time schedules)• Contingent and differential reinforcement (i.e., DRO)• High probability (Hi-p) request sequences• Entry routines

Bethany

Tier 3: Daily Report CardTier 3: Daily Report Card

Breakfast

Calendar

Centers

Lunch Bethany

Tier 3 Activity ScheduleTier 3 Activity Schedule• Pictures that

engage child in sequence of activities

• Independence• Social interaction• Choice• Specific practice• Rewards• (Tiers 1, 2,& 3)

Bethany

Tier 3 Social Story/ScriptTier 3 Social Story/ScriptMy name is ______.

There are lots of fun things to do at preschool. Sometimes I want to ride a bike,or to be first in line. Sometimes I want the first turn,and sometimes my friends do too.So sometimes I’ll have to wait.

Instead I can make good choices.I can use my words to tell teachers what is wrong.I can go sit in a quiet spot to give my body time to be calm.I can take big breaths to help me relax.I can count to 10 and start to have a happy day all over again.

So next time I feel mad, I know what to do.Every day can be a happy day for me and for you.

Waiting my turn shows friends I care and that I know how to share. Sometimes I feel mad inside. It’s okay to feel that way but… It’s not okay to hurt my teachers and friends. It will make them sad

Story thanks to Maria Hollingsworth M.Ed

Bethany

Preschool Case StudyPreschool Case Study

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Total Aggression

Baseline Activity Schedule & Environmental Supports

Graph thanks to Jacqueline Gajus Ed.SBethany

Example of a Consequence Example of a Consequence Hierarchy (Ladder)Hierarchy (Ladder)

• Across tiers• Entry routines • Activity building & Activity schedules • Adding positives

– Positive scanning– Choices– High p requests– Timed positives

• Incidental teaching (“ask for toy”)• Mild consequence• ‘Sit & watch’

Dave

Getting StartedGetting Started

•RtI: find something that works•PBS comprehensive, instruction for all children & added supports as needed•Tiers 1, 2 & 3•See web sites, handout for books, journal articles

Julia

Resources (see articles & books Resources (see articles & books School Psychology Institute web)School Psychology Institute web)

• RtiNetwork.org

• PBIS.org

• Challengingbehavior.org

• Interventioncentral.org

• ies.ed.gov(What Works Clearinghouse)

• Center for response to intervention in early childhood

• www.crtiec.org/aboutcrtiec/preschoolrti.shtml

• GGG.umn.edu

• Incredibleyears.com

• Familyeducation.com

• Enchantedlearning.com

• www.florida-rti.org/

Any Questions?Any Questions?

Thank YouThank You

• David.Barnett@uc.edu

• Halpinmk@gmail.com

• Degregja@mail.uc.edu

• Lingsm@mail.uc.edu

• Rauschea@mail.uc.edu