Addressing Behavior Within the Response to Intervention Model

A Systemic Approach To Behavior Planning

Session Goals

• We will work together to understand the three tiers of the RTI process as they relate to behavior.

• We will work together to learn which types of interventions fit best at each level.

• We will work together to understand fundamental elements of behavior necessary to make interventions work

Targeted

All Interventions Will Be Based On

Positive Behavior Supports

What Are Positive Behavior Supports?

• PBS includes clear definitions of expected, appropriate, positive behaviors for students and staff

• PBS includes clear definitions of problem behaviors and their consequences for staff and students

• PBS includes regularly scheduled instruction in desired positive social behaviors to enable students to acquire the skills for behavior change

Response to intervention is defined as” the practice of providing high qualityinstruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applyingchild response data to important educational decisions” (Batsche et al., 2005)

Positive Behavior Support (PBS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriatebehaviors. (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2007)

RTI and Behavior

• Universal screening

• Process monitoring

• Intervention fidelity

• Data-based decision-making

• Evidence based interventions

• Multiple tiers of support

Before we take interventions throughthe tiers, let’s develop a better understanding of each tier.

Understanding the nature of eachtier will allow us to address the goals and expectations that tierpresents.

Tier One: Universal Support

• Prevention focused (screening processes)

• Common behavior goals for all students

• Contains rules, procedures, expectations

• High level of active supervision

Addressing Behaviors At The Universal Level

• Behavior interventions are preventive and address all student needs

• Universal screening looks for behavior issues as opposed to the “wait for failure” plan

• All staff is on the same page for schoolwide procedures, expectations, and processes

Behavior Goals For The Universal Level

• Students can view common area rules for cafeteria, halls, bus zones, playgrounds, locker rooms, libraries etc.

• Universal policies that address dress code, tardies, skipping, technology use etc. are consistently reinforced

• Expected behaviors are regularly taught to students

• Staff actively supervises students• All students are screened for behavior issues

Behavior Deficits At The Universal Level

• Each teacher interprets rules and discipline management for themselves

• Staff supervision is unstructured and non-interactive

• Students are identified for corrective action rather than positive behavior support

• Student Code of Conduct is misused• Administrative support is “saved” for tough

issues

Activity

You are a new student at your campus.You come to the school in the evening toregister for school. Since school is dismissed,you decide to walk around and see the building.

What visuals will you see to help you understand the expected behaviors for yourcampus?

Activity

Choose a duty area for your campus. Thisarea may be cafeteria, bus zone, hall, playgroundor any other area you choose.

What are the expected behaviors for this area?How do you know the expected behaviors?Do you feel the students know the expectedbehaviors? Will the next duty person supervise the same expectations?

Activity: Rule SimilarityTo the best of your ability, list all of the rules in place in your

school and classroom. Do this by yourself and then share with your team members.

Classroom School . . . . . . . . . . .

Defining Schoolwide Rules Worksheet

Safe Responsible Respectful

Hallways• • •

• • •

• • •

Cafeteria• • •

• • •

• • •

Restrooms• • •

• • •

• • •

Buses• • •

• • •

• • •

Library• • •

• • •

• • •

Screening Considerations

• Screening is a best practice already used for medical, academic, and behavioral purposes in areas other than schools

• Screening differs from the teacher tolerance standard as screening uses identified standards

• Screening provides for early intervention

Screening Options

• Multiple Gating (Systemic Screening for Behavior Disorders)

• Scales (The Student risk Screening Scale)

• Office referrals

Students who are identified as having problem behaviors and havenot responded significantly to universal supports, move to targeted interventions that are offered on tier two.

Tier Two: Targeted or Selected Support

• Targeted support-moves into the classroom

• Interventions at this level address student connections to learning and the classroom environment

• Positive behavior supports( interventions, reinforcements, and consequences) are targeted to individuals, small groups and classrooms when appropriate

Tier Two: What does It Look like?

• Posted classroom rules, procedures, and expectations

• Social skills are actively taught to identified students• Interventions are matched to the functions of

behaviors to targeted groups of students• Interventions are planned and monitored• Teachers have a high level of developmental and

academic understanding as it pertains to student behavior

• Staff and teaching factors have been considered

What Do We look For At The Targeted Level?

• Teachers understand the difference between form and function

• Teachers can create or intensify an intervention

• There is evidence of systems to support reinforcement and consequences

• Behavior lessons are taught to targeted students

Sometimes an intervention will be successfulunder circumstances of normal to light stress.

When students finds themselves under greaterthan normal stress the intervention fails. Thissituation may need the intervention intensifiedrather than discontinued. This may begin at thetargeted level.

Intensifying an Intervention

• Adapt the environment

• Add a prompt

• Provide language

• Give specific feedback

• Provide an appropriate escape option

• Add supports specific to the situation

Let’s Practice Intensifying An Intervention

Jill is a teacher who is under orders from her doctorto drop 20 pounds for health reasons. Jill is serious about this goal. Her plan includes goingto a weight loss planning and support group andpreparing all of her own meals. Jill takes her lunchto work and has started to see success.

Jill must attend a five day training in her districtwhere lunch will be provided. She has decided totake her lunch but is concerned about the successof her plan in the midst of a tempting menu.

Jill’s current intervention is to make and bring her lunch.This has been working well for her at her campus.

Intensify this intervention for Jill so it will work for her during her week of training.

How Would You Intensify This Student Intervention?

John has trouble sitting for longer than several minutes. For independent work, John uses a timer to help him keep on task and is allowed to choose from several workspaces in the room. When John works in a group the intervention fails. How can we intensify this situation for John?

Examples OF Targeted Interventions

• Contracts for performance based issues• Classroom observations• Specific social skill lessons• Group contingencies• What If charts• Prompts and signal interference• Reinforcement systems• Differentiated teaching

Reinforcement and ConsequencesIn the area of reinforcement and consequencesthe counselor may serve as a consultant.

Our job will be to assist in developing and maintaining these systems. We will help othersunderstand the systems of reinforcement. Reinforcement Schedules Fixed Ratio Fixed Interval Variable Ratio Variable Interval

Tier Three- Intensive Interventions

This level calls for specific interventionsto address the needs of one student. .

Tier Three-Intensive Interventions for Individuals

• Interventions will be designed to fit one student

• Interventions will not “un-do” school

• Interventions must fit legal parameters

• Interventions must have a good fit been service and point of application

Examples of Tier Three Intensive Interventions

• Specific counseling

• Trained mentoring

• Function based interventions

• Cool down plans

• Behavior lessons

• Family services

• Behavior intervention plans

Supports for Tier Three Interventions

• Self-monitoring

• Self-talk

• Teaching desired behaviors

• Planned discussions

• Goal recognition and setting

FORMATS FOR WRITING GOALS

BY WHEN WHO WILL DO WHAT AT WHAT LEVEL UNDER WHAT MEASURED BY OF PROFICIENCY CONDITIONS WHOM AND HOW

FUNCTIOAL EQUIVALENT REPLACEMENT BEHAVIOR (FERB) GOAL

BY WHEN WHO WILL DO FOR THE INSTEAD FOR THE UNDER WHAT AT WHAT AS MEASURED

“X” PURPOSE OF “Z” PURPOSE CONDITIONAL LEVEL OF BY WHOM

BEHAVIOR OF “Y” BEHAVIOR OF “Y” CONDITIONS PROFICIENCY AND HOW

Activity: Developing A Behavior Goal

Currently, Jane has a problem with starting tasks on time. In any one time period she will startone in five assignments. This is a classroomissue in all parts of Jane’s day. Using the previous chart as an example, construct a behavior goal for Jane.

What We Need To Know About Interventions

The Name Of The InterventionIs Not Adequate Information ToImplement The Intervention

Getting Ready to Develop Interventions

• Interventions address function (not just form)

• Interventions may be fine tuned to be appropriate at each level

• Interventions must be measurable in some manner in order to access

• Interventions must be able to be taught and monitored with fidelity

Interventions Match Expectations

Universal Expectation

• Walk in hall

• Line up for the bus

• Arrive to class on time

Universal Intervention

• Have stop signs at corners

• Paint lines with bus numbers

• Add 1 minute warning bell, do hall sweeps

Interventions: General Suggestions

• Posted rules• Classroom contracts• Student based

reinforcement opportunities

• Visuals for movement and procedures

• Active supervision

• Social skills• Teachers at the door

during passing times and morning

• Classroom motivators• Posted

communication systems

Social Skills-An Intervention For All Levels

• Social skills are taught at all levels

• Schools choose a core group of skills to teach to all students

• Social skill instruction is consistent

• Active supervision and redirection connect to social skills

• Social skills are the “what to do” of counseling at all levels.

Example Social Skills…

• Following instructions• Making a request• Interrupting

appropriately • Accepting correction• Apologizing• Accepting “no” for an

answer

• Asking permission• Managing anger• Introducing yourself• Accepting

consequences• Managing an impulse• Communicating

criticism respectfully

Summary

• Behavior interventions are an import factor in the RTI process

• Behavior interventions must be addressed with the same fidelity as academic interventions

• The process for behavior intervention must be developed for the entire school