Diana Joyce, Ph.D, NCSP Melissa Castillo, ME.D.djoyce@coe.ufl.edumcastil@ufl.edu

Michelle Portell, EdS Lindsey Tropf, B.A.portellm@ufl.edulindseytropf@ufl.edu

University of FloridaNASP Conference, San Francisco, February 23rd, 2011

Contributor: Nancy Waldron, PhD., NCSP

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Presentation Materials and the Sample Report are Available at http://www.nasponline.org/

Case examples/data have been altered to mask student identity and for educational purposes.

RtI for Behavioral/Social-Emotional20% of students will experience some type of

emotional or behavioral difficulty

10% of students will have a diagnosable disorder during their school years

For many, school is only source of behavioral or mental health services

(Burns et al., 1995; Giled & Cuellar, 2003; USDHHS, 1999, USDOE, 2010)2

RtI for Behavioral/Social-EmotionalE/BD is the 6th largest IDEA classification

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(29th Annual Report to Congress)

RtI for Behavioral/Social-EmotionalSince 1995 students with E/BD lowest graduation

rate of any disability group

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(29th Annual Report to Congress)

RtI for Behavioral/Social-Emotional

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Percentage of students by educational environments

least restrictive most restrictivePlacement

(29th Annual Report to Congress)

University Research School• K- 12 Enrollment: 1152 students• Stable student population• Racial/Ethnic Composition

• 51% Caucasian• 24% African American• 16% Hispanic• 5% Multiracial• 3% Asian

• Free/reduced lunch: 26%• Highly trained faculty (78% graduate degrees)• Behavioral RtI – 2nd Year of Implementation

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Tier Tier IIUniversal – All Students

Tier Tier IIIISupplemental, Targeted, Short-Term

Tier Tier IIIIIIIntensive, Individual, Long-Term

RtI Tiered Behavioral InterventionsRtI Tiered Behavioral Interventions

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Positive Behavioral Support: Frequent recognition for appropriate behaviors, proximity control, cueing, build-in appropriate movement opportunities (e.g., Kagan Brain Ex.), predictable structure, positively-phrased and highly visible behavioral expectations.

Embedded Social Curriculum: Instruction in prosocial behavior/attitudes.

Data Screening: School-wide climate survey, ISS/OSS data, incidence mapping, rating scales for emotional risk and social skills (BESS) Observations, FBAs, Behavior Plans: Classroom observations to determine environmental contributors, antecedents, sustaining factors, frequency, patterns across subjects or time-of-day and task demands, self-monitoring or reinforcement plans, DRCs

Counseling: Social Skills, Anger Mgmt, Test Anxiety, Friendship Groups

Data Progress Monitoring: Tier II data

Behavior Plans & Counseling Therapy: Individualized, greater frequency and intensity, often addressing multiple issues simultaneouslyMulti-agency Plans: Coordinate w/out-side agencies on counseling, behavioral plans, meds, family therapy, juvenile justice, etc. Data Progress Monitoring: Psychological assessment, Tier III data

I. Define the ProblemDefining Problem/Directly Measure (Achievement/Behaviors)

IV. EvaluateWas it Effective?

II. Problem AnalysisIdentify Contributing Variables

III. Implement PlanProgress Monitor and Modify if Needed

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School Psychology Services:Best Practices at Tier I –Primary Prevention

Screening for children/youth at risk: BESS/SSIS

Interpretation of school-wide data for positive behavior supports: Ex: ISS/OSS, location, time of day, etc.

Providing embedded social skills curriculum and/or PBS programs

RtI resource for parents, teachers, administrators, staff

RtI TIER I: Examining School Wide Data – a Fictitious Example Using SWIS

https://app.swis.org

RtI: Examining School Wide DataName Absent SSIS BESS ISS OSS Class Incidents Parent

ContactComments SST Decision

< 5 < 60 < 61 0 0

Anna 2 63 78 0 0 5 angry outbursts (red face, mean stares, huffing) over feeling slighted

3 Parents describe same behaviors at home with siblings

Observations, possible TIER II social skills & anger management group

Bernard 0 44 44 0 0 - - - -Cialia 0 50 48 0 0 - 3 Lacking supplies,

homework, appears dirty, no coat on cold days, no lunch, mother hospitalized depression

Counselor/Teacher talk with family, possibly provide support resources contact numbers, donate supplies

Frederick 4 65 38 0 0 - - Few friends, mildly shy Try friendship group first, possible social skills later if needed

Henry 0 42 28 0 0 - - - -Indigo 7 38 45 1 0 Dumped desk contents

out on floor & refused to work

1 Parent/Student responsive, no more incidents, found out Indigo had bad day because her dog died

Isolated incident, monitor attendance

Jyrece 15 42 50 0 0 - 1 knee surgery – fine now, no more absences

-

Kevin 12 75 70 0 0 - 0 Appears very sad/withdrawn, sometimes no appetite, clings to teacher

Observations, parent interview about absences/sadness, possible TIER II counseling, beh plan to increase peer interactions, discuss weight w/nurse, monitor lunch

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SSIS - Social Skills Improvement SystemBESS – Behavioral and Emotional Screening System, T-Scores 10-60 Normal, 61-70 Elevated, 71+ Extremely ElevatedISS = In-School Suspension, OSS – Out-of-School Suspension, SST = Student Success Team

RtI Tier I: Examining Class Wide Data (Sample)

November Baseline Data Collection System for Teacher - Tier I

Student Average

Class Average

Points Above

AverageMs. Smith Place a 1 in the box for each day that the student ends the day on a color

"less than" green - indicating negative behavior.

9/22 9/23 9/24 9/25 9/28 9/29 9/30 TotalTarget Student 1 1 1 1 1 5 71.4% 25.6% 0.458647

Student 1 1 14.3% 25.6% -0.11278

Student 1 1 1 3 42.9% 25.6% 0.172932

Student 0 0.0% 25.6% -0.25564

Student 0 0.0% 25.6% -0.25564

Student 1 1 1 3 42.9% 25.6% 0.172932

Student 0 0.0% 25.6% -0.25564

Student 0 0.0% 25.6% -0.25564

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RtI TIER I: Examining Class Wide Data – a Real Example Using Classroom Behavior Management Data

(Portell & Tropf, 2011)

Class Graph Baseline Data Collection System for Teacher - Tier I

Ms. Smith Averages by month for the Target Student and Class Averages for how often students end the day on a color "less than" green - indicating negative behavior.

September October November AverageTarget Student Average 71.4% 31.8% 47.1% 50.1%

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Behavioral RtI TIER I Resource Examples

TIER I Screening Measures Data Analysis: School Wide Information Systems (SWIS - www.SWIS.org) Social/Emotional Screening:

Behavioral & Emotional Screening System (BESS - www.pearsonassessments.com)

TIER I Intervention Programs Positive Behavioral Support (SWPBS - www.pbis.org) Second Step: A Violence Prevention Curriculum (www.cfchildren.org)

TIER I Intervention Programs that Include Screeners Signs of Suicide Prevention Program (SOS - www.mentalhealthscreening.org) Social Skills Improvement System (SSIS - www.pearsonassessments.com) Olweus Bullying Prevention Program (www.OLWEUS.org)

(*Additional resources provided in table at end of presentation.)

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Tier II (Small group, supplemental, short-term)Student Success TeamDefine the Problem – Problem Analysis

Records review, observations, interviews, parent conferences

Implement the Plan Small group counseling (6-8 weeks) Individual counseling (12-16 weeks) Social skills, anger management, anxiety, self-regulation Behavior plans

Evaluate Pre-observations for baseline, repeated observations Pre- and post-counseling BASC, SSRS SUDS data Behavior plan data analysis

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School Psychology Services: Best Practices at Tier II

Tier II Data Sample #1Behavior Plan (1nd grade)

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Tier II Data Sample #2SUDS: Subjective Units of Discomfort Scale Middle School

Score Feeling Thoughts

 10. Total Freak Out can’t breathe, can’t think

 9. Scared sweaty palms, feel like crying

 8. Worried I’m gonna fail this!

 7. Anxious This is hard, what if I don’t do well?

 6. Concerned Wonder how I’ll do on this?

 5. Ok Alright

 4. Calm Let’s go, I’m not stressed.

 3. Relaxed I am in the zone

 2. Easy/Breezy Piece of cake

 1. Aces I’m gonna Ace this

Behavioral RtI TIER II Resource Examples

TIER II Assessment/Progress Monitoring Measures Behavioral Assessment Scale for Children (BASC II – www.pearsonassessment.com) Reynolds Children’s Manifest Anxiety Scale (RCMAS – www.mhs.com) Children’s Depression Inventory (www.mhs.com) Subjective Units of Distress Scale (SUDS)

TIER II Intervention Programs The Coping Cat: Cognitive Behavioral Therapy for Anxious Children (Philip C. Kendall, Ph.D. I Can Problem Solve (www.researchpress.com) Aggression Replacement Training (www.agressionreplacementtraining.org) Skill Streaming (www.skillstreaming.com) Second Step: A Violence Prevention Curriculum (www.cfchildren.org)

(*Additional resources provided in table at end of presentation.)

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TIER IIITier III (Individualized, intensive)

Define the Problem – Problem Analysis Formal FBA Updated review of work & interviews Parent conferences with developmental history

Implement the Plan Behavior management plans, Behavior contracts, Daily or weekly

behavior report cards to home More frequent individual counseling (Solution-focused, CBT,

Psychoeducational) May require multi-agency collaboration

Evaluate Pre-observations for baseline, repeated observations Pre- and post-counseling BASC, SSRS SUDS data

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Tier III Data Sample 3Sample Intervention Data Tier I-III

Tier II Group CounselingTeacher Behavior Plan

Tier III Individual CounselingFBA Driven Behavior Plan

Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI

Problem-solving modelAssure not lack of

appropriate instruction

Team decisions

Evidence-based interventions have been implemented

Evaluation includes: FBA (if not already

completed) Social/Dev Hx Observations Interviews Review of interventions Review of academic

performance Assessments to identify

contributing factors Medical eval if precipitating

E/BD22

Full copy of the Florida New Rule Developments for RtI: http://www.fldoe.org/ese/

Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI

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• Internal Factors: sadness, mood swings, erratic behavior or fears, phobias, excessive worrying, thoughts/feelings inconsistent with actual events, withdrawal

or• External Factors: inability maintain personal relationships, chronic disruptive, physical aggression etc.

and• Must be present 6 months (not temporary, less than 6 weeks reactions to crisis or life event)

• Manifest in two or more settings

• Student needs special education

Risk FactorsGenetic

Inherited Autism, schizophrenia, bipolar, ADHD

BiologicalAbnormalities central nervous system – e.g., intrauterine

exposure to alcohol/cigarette smoke, injury, infection, poor nutrition, toxins

Strong influence for: PDD, early-onset schizophrenia, social phobia, OCD, Tourette’s

Environmental TriggersTrauma, parental discord, parental psychopathology,

economic hardship, attachment, abuse, neglect Can predispose conduct disorders and antisocial personality

24(Algoe & Fredrickson, 2011)

“Genetics may load the canon,

but lifestyle lights the fuse,

and intervention can redirect the power.”

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Resiliency FactorsWorry less about uncertaintyDismiss threats that do not materializeEmbrace opportunities for growthRecognize own emotionsLearn to regulation own emotionsLearn to generate positive emotionsSelf-monitor balance of positive emotions/thoughts 3:1

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(Algoe & Fredrickson, 2011)

Matching Interventions (Kendall 2006)

ADHD Anxiety Depression

OCD ODD/CD Phobias

Beh Mod X X

CBT X X X X X X

Org Skills X

Coping Skills

X X

Beh Self-Control Therapy

X

Exposures, Response Prevention

X X

Medication X

Parent Training

X X X

Anger Mgmt

X

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Lessons Learned Importance of building capacity & professional development

Generally enough needs to continuously have small groups targeting: self-regulation, anxiety, anger management etc.

Behavioral problem-solving team meetings may need to be more readily available than typical quarterly SST

Importance of including parents

Establish a system for data management

Intervention guides the type of data collected

Behavioral RtI is a marathon, not a sprint

Resources (Reports)

Questions?

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Targeted Area Measure Name Age RangeScreener

Tier 1

Progress Monitoring

Tier 2-3Publisher and Website

Broad Social-Emotional and Behavioral

Assessment

Behavior Assessment System for Children,

Second Edition (BASC-2)2-21 years X www.agsnet.com

Broad Social-Emotional and Behavioral

Screener

Behavioral and Emotional Screening

System (BESS)2-21 years X www.agsnet.com

Social SkillsSocial Skills

Improvement System (SSIS)/ (SSRS)

3-18 Years X X wwww.pearsonassessment.com

AnxietyRevised Children's

Manifest Anxiety Scale (RCMAS)

6-19 years X www.mhs.com

DepressionChildren's Depression

Inventory 2 (Short )7-17 years X www.mhs.com

ADHD Connners Third Edition 3 6-18 Years X X http://portal.wpspublish.comRisky Behaviors in

AdolescentsBeck Youth Inventories,

Second Edition 13-18 years

(Grades 7-12)X

http://psychcorp.pearsonassessments.com

Resiliancy In Children and Youth

Resiliency Scales for Children & Adolescents -

A Profile of Personal Strengths (RSCA)

9-18 Years Xhttp://psychcorp.pearsonassessments.co

m

BullyingReynolds Bully

Victimization Scales for Schools

8-18 Years Xhttp://psychcorp.pearsonassessments.co

m

Substance AbuseSubstance Abuse Subtle

Screening Inventory, Third Edition (SASSI)

12-18 Years Xhttp://psychcorp.pearsonassessments.co

m

Suicidal BehaviorSigns of Suicide (SOS)

Screener with prevention Program

12-18 Years X X www.mentalhealthscreening.org

Multiple Dimensions of Social Emotional Functioning

Resource List for Behavioral/Social Emotional Screening & Assessment

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Targeted Skill Program Name Targeted Audience TIER I TIER II/III Website

Bullying Prevention

The OLWEUS Bullying Prevention Program

Provides materials for K-12

X www.OLWEUS.org

Steps to Repsect: A Bullying Prevention Program

Grades 3-6 X X www.cfchildren.org

Violence Prevention/Social Skills

TrainingSecond Step a Violence Prevention

CurriculumGrades K-5 X X www.cfchildren.org

Teenaged Health Teaching Modules: Aggressors, Victims and

Bystanders. Grades 6-12 X www.thtm.org

Resolving Conflict Creatively Program

Grades K-12 Xhttp://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/

sa2lk16.htmPATHS: A social and emotional

learning program Grades 1-6 X

http://www.channing-bete.com/prevention-programs/paths/paths.html

Social Learning Curriculum Grades K-12 X www.researchpress.comSchool Wide Positive Behavior

SupportGrades K-12 X www.pbis.org

Aggression Replacement Training X www.aggressionreplacementtraining.org

I Can Problem Solve X www.researchpress.com

SuicideSigns of Suicde Prevention

ProgramGrades 6-12 X www.mentalhealthscreening.org

Resource List for Behavioral/Social Emotional Intervention Programs: TIER I, II & III

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School Crisis

PREPaRE: School Crisis Prevention and Intervention Training Program

Grades K-12 X www.nasoonline.org

Anxiety

The Coping Cat: Cognitive Behavior Therapy for Anxious Children

X www.workbookpublishing.com

Multiple Topic Resources

National Center on Response to Intervention

Grades K-12 X X www.rti4success.org

Intervention Central Grades K-12 X X www.interventioncentral.org

ACHIEVE: A Collaborative School-based Reform Process (Includes

Stop and Think program) Grades K-12 X X www.projectachieve.info

Life Skills Training Grades 3-12 X www.lifeskillstraining.com

Peace Education Foundation, Conflict Resolution Programs, Peer

Mediation, Crisis ManagementGrades K-12 X www.peaceeducation.com

Skill Streaming: Prosocial skills training

X www.skillstreaming.com

ReferencesAlgoe, S. B., & Fredrickson, B. L. (2011). Emotional fitness and the movement of

affective science from lab to field. American Psychologist, 66(1), 35-42.Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M. Z., &

Erkanli, A. (1995). Data watch: Children’s mental health service use across service sectors. Health Affairs, 14, 147-159.

Giled, S. & Evans Cuellar, A. (2003). Trends and issues in child and adolescent mental health. Health Affairs, 22 (5), 39-50.

Kendall, P. C. (2006). Child and adolescent therapy. New York: Guilford Press.

U.S. Department of Education (2010). Twenty-ninth annual report to Congress on the implementation of the individuals with disabilities education act. Jessup, MD: U.S. Department of Education. http://www2.ed.gov/about/reports/annual/osep/2007/parts-b-c/index.html

U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services.http://www.surgeongeneral.gov/library/mentalhealth/chapter1/sec4.html#chap3

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