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Response to InterventionResponse to Intervention
USING RTI FOR NONACADEMIC INTERVENTIONS: PART II
Integrating Behavioral Integrating Behavioral and Academic and Academic InterventionsInterventionsShores, C. (2009). Chapter 1. In Comprehensive RTI model: Integrating behavioral and academic interventions. Thousand Oaks, CA: Corwin Press.
PBS/ RTI in the Law: Why?PBS/ RTI in the Law: Why?“Many children placed
into special education without adequate documentation of their responsiveness to scientific, research-based instruction were essentially instructional casualties rather than children with disabilities.”
IDEA (2004) and RTI/ PBSIDEA (2004) and RTI/ PBS 20 U.S.C. § 1401(c)(5)(F):
◦ (5) the education of children with disabilities can be made more effective by— (F) providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children (emphasis ours).
IDEA requires:◦ The IEP team to consider the use of Positive Behavioral
Interventions and Supports for any student whose behavior impedes his or her learning or the learning of others (20 U.S.C. §1414(d)(3)(B)(i)).
◦ A functional behavioral assessment when a child who does not have a behavior intervention plan is removed from their current placement for more than 10 school days (e.g. suspension) for behavior that turns out to be a manifestation of the child's disability (20 U.S.C. §1415(k)(1)(F)(i)).
◦ A functional behavioral assessment, when appropriate, to address any behavior that results in a long-term removal (20 U.S.C. §1415(k)(1)(D)).
PBIS/ RTIPBIS/ RTIRather than having interventions
implemented by behavior experts, PBIS focuses on strategies by teachers and families in their natural settings.
PBIS focuses on expectations and consequences within the schools.
Essential Elements to RTIEssential Elements to RTIAssessment
◦Universal Screening◦Progress Monitoring
Research-based Interventions
Data-based Decision Making
Implementation Fidelity
Assessment: Universal Assessment: Universal ScreeningScreeningCompare students according to
◦Benchmark◦Expectation◦Peer group
Screen a set time per year, a few times per year.
Common for behaviors:◦Office discipline referrals◦Behavior rating scales◦At-risk behaviors in general
Assessment: Progress Assessment: Progress MonitoringMonitoringMust have baseline data using the
same tool that you use for progress monitoring.
Often uses the same evaluation used for screening.
Could also include:◦Systematic, direct observation systems◦Can develop a rating scale specific to
targeted behavior and/or use a published scale.
Research-Based Research-Based InterventionsInterventionsTier I:
◦School-wide expectations and consequences
◦Standardized curriculum.Tier II:
◦Social skills training◦School counseling groups◦Conflict-resolution skills training
Tier III:◦Individualized plans◦Intensive interventions
Implementation FidelityImplementation FidelityAssessment for Behavior
◦Naturalistic and Unintrusive (e.g., review of records).
◦Directed to ONLY behaviors of interest (e.g., limit rating scales to only items of concern).
Interventions ◦Must be easy to implement.◦Must require limited time◦Must require limited resources
RTI: Standard ProtocolRTI: Standard ProtocolMostly used for academic
approaches.All students proceed through the
three tiers in a similar manner based on a decision-making chart or standard method.
A child with a reading problem will probably get the exact same Tier II instruction as another child with a reading problem.
RTI: Problem SolvingRTI: Problem SolvingOften used for behavioral
interventions.Individual planning for each student
at each tier.Focuses on the individual problem,
cause and solution.Involves a team approach
◦Student’s teachers◦Behavioral planning experts (e.g., school
psych, school counselor, sped teacher, etc.)
◦Student’s parents
Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 1: Define the ProblemStep 1: Define the ProblemGather information
◦Consider impact of external factors such as language acquisition and educational level
Analyze dataDefine problem in observable
and measureable terms.
Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 2: Plan an InterventionStep 2: Plan an InterventionIdentify research-based
interventions◦Specific to the problems
Develop goal◦Incremental or benchmark
Plan specifics◦Who, where, when, and how long?
Plan progress monitoring◦Tool and frequency
Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 3: Implement the PlanStep 3: Implement the PlanCarry out the plan in prescribed
manner.Observe to ensure fidelity of
instruction.Chart progress.
Problem-Solving: RTI ModelProblem-Solving: RTI ModelStep 4: Evaluate Student’s Step 4: Evaluate Student’s ProgressProgressUtilize data to make decisions.If meet benchmark:
◦Return to Tier 1If incremental but insufficient
progress:◦Continue same strategy for additional
time OR implement different strategyIf insufficient progress:
◦Different strategy or next tier
Barriers to Barriers to ImplementationImplementationLimited knowledge for teachers:
◦Assessment ◦Interventions
Insufficient resources:◦Time (assessment and interventions)◦Materials (assessment and
interventions)Inconsistent terminology from
district to district (and school to school)
Barriers to Implementation, Barriers to Implementation, Cont.Cont.Teacher opinions:
◦ Behavior is seen as internal and not teachable
◦ Job is to teach academics not behaviorsQuality of implementation:
◦ Lack of consistency in each setting.◦ Lack of Universal System (Tier 1)◦ Limited strategies.◦ Strategies not matched to child’s issues or
actual problem◦ Failure to use the data created to drive the
intervention.Lack of monitoring (not from text)
◦ Lying, making up data, etc.
Case Study ApproachCase Study ApproachHunley, S. & McNamara, K. (2010). Tier 3 of the RTI model: Problem solving thorugh a case study approach. Thousand Oaks, CA: Corwin Press.
Assignment for DiscussionAssignment for DiscussionRead through the case study
provided in the readings on electronic reserves.
This week’s discussion should be about this case study, and how it relates to the topics discussed in the RTI lecture.