Alex S. Holdaway, MS & Julie Sarno Owens, Ph.D.

Ohio University

Rebecca K Vujnovic, Ph.D. & Gregory A. Fabiano, Ph.D.

University at Buffalo, State University of New York

Collection of practices

timely identification

academic achievement and behavioral outcomes in a manner

aimed at the

of student problems

to enhance

cost effective

Tool for determining eligibility for special education OR

Framework for a multi-tiered, school-wide approach to instruction and behavioral supports

Structured practices to identify students at risk

High quality supplemental instruction and behavioral supports to mitigate risk

Data-driven progress monitoring to determine response to intervention and need for additional intervention

Integration of assessment and intervention

(NCTRI, 2010)

Continuum of Academic and Behavioral Supports

•All children

•General education curriculum

•Scientifically-based instruction

•Positive behavioral support

•Universal screening

•Ongoing progress monitoring

•Children who have been identified as at-risk

•Receive specific supports

•Targeted, small group instruction

•Individualized behavior support in gen. ed.

•Regular progress monitoring.

•Additional support

•Intensive, individualized interventions

•Connected to IEP goals

Academic Instruction Behavior Supports

~80%

~10-15%

~5-7%

1

2

3

Research on RTI frameworks have focused more on academic intervention (reading) than behavioral intervention.

Research on RTI frameworks for behavioral intervention have largely focused on Tier 1 strategies and processes.

(Gresham, 2008; Shapiro, 2008; Shin, 2008)

Use RTI to identify and assist students with disruptive behavior problems (e.g., ADHD)

ADHD is common in general and special education classrooms (Schnoes et al. 2006)

ADHD is impairing and children are in need of additional support (Kent et al., 2011; Lahey et al., 1994; Massetti et al., 2008)

There are evidence-based classroom interventions that are applicable at all Tiers (Fabiano et al., 2009; Pelham et al.,

2008). Daily Report Card (DRC) - most widely studied and

recommended (U.S. Department of Education, 2008)

Describe the Daily Report Card (DRC) intervention and rationale for use in a multi-tiered RTI framework

Demonstrate how to incorporate the DRC at each tier

Discuss challenges and solutions for implementation in your district

Tool to modify clearly-defined target behaviors to improve academic and behavioral performance

Efficacy and Effectiveness As individual intervention (Jurbergs et al., 2007; Kelley & McCain,

1995; Murray et al., 2008; Vannest et al., 2010)

As part of multi-component intervention (Fabiano et al.,

2010; Owens et al., 2008; Wells et al., 2000)

Acceptable to teachers (Girio & Owens, 2008; Power et al., 1995)

Incorporates many evidence-based classroom management techniques (Epstein et al., 2008)

Praise, antecedent cueing, differential reinforcement, response-cost, point-of-performance feedback

Addresses a wide variety of behaviors (Chafouleas et al., 2006)

Can be individualized to each student’s needs

Can be used in general and special education settings

Is both an intervention and a progress monitoring tool

Can be used year-long, reducing needs for additional training for teachers.

Continuum of Academic and Behavioral Supports

•All children

•General education curriculum

•Scientifically-based instruction

•Positive behavioral support

•Universal screening

•Ongoing progress monitoring

•Children who have been identified as at-risk

•Receive specific supports

•Targeted small group instruction

•Individualized behavior support in gen. ed.

•Regular progress monitoring.

•Additional support

•Intensive, individualized interventions

•Connected to IEP goals

Academic Instruction Behavior Supports

~80%

~10-15%

~5-7%

1

2

3

Center for Response to Intervention

Available Tools to Address ADHD at Tier 1

Behavioral Screening •BASC-2 BESS •Strengths and Difficulties Questionnaire •Multiple Gating Procedures

Research Based Curriculum Materials &

Ongoing Professional Development

•PBIS •Responsive Classroom •Incredible Years

Systematic Monitoring of Student Behavior

•Behavior Wheel •Frequency Count of Classroom Violations •Direct Behavior Ratings

Chafouleas et al., 2007; Goodman, 2006; Kamphaus & Reynolds, 2007; Lloyd, Kauffman, Landrum & Roe, 2001; Rimm-Kauffman & Chiu, 2007; Sugai & Horner, 2009; Webster-Stratton, 1994

Center for Response to Intervention

Available Tools to Address ADHD at Tier 1

Academic & Behavioral Screening

•BASC-2 BESS •Strengths and Difficulties Questionnaire •Multiple Gating Procedures

Research Based Curriculum Materials &

Ongoing Professional Development

•PBIS •Responsive Classroom •Incredible Years

Systematic Monitoring of Student Behavior

+ Parent Engagement

•Behavior Wheel+ DRC •Frequency Count of Classroom Violations + DRC •Direct Behavior Ratings+ DRC

Chafouleas et al., 2007; Goodman, 2006; Kamphaus & Reynolds, 2007; Lloyd, Kauffman, Landrum & Roe, 2001; Rimm-Kauffman & Chiu, 2007; Sugai & Horner, 2009; Webster-Stratton, 1994

Positive Teacher-Parent Communication

Parent Investment

Academic Achievement

Positive feelings about school

Improved child-teacher relationship

Progress Monitoring

Permanent Product tracked daily

Quick

Objective

Good News Note from Ms. Smith Date: 10/13 Your child behaved well today! Keep up the good work.

No Rule Violations

1-2 Violations

>2 Violations or Serious

Rule Violation +

Good News Note from Ms. Smith Date: 10/13 Your child behaved well today! Keep up the good work.

+

Chafouleas et al., 2007 ; http://directbehaviorratings.com/cms/

Continuum of Academic and Behavioral Supports

•All children

•General education curriculum

•Scientifically-based instruction

•Positive behavioral support

•Universal screening

•Ongoing progress monitoring

•Children who have been identified as at-risk

•Receive specific supports

•Targeted small group instruction

•Individualized behavior support in gen. ed.

•Regular progress monitoring.

•Additional support

•Intensive, individualized interventions

•Connected to IEP goals

Academic Instruction Behavior Supports

~80%

~10-15%

~5-7%

1

2

3

Tier 1 Tier 2

All Students Individual Students

Universal Classroom Rules Individual Targeted Behaviors

Simple Progress Monitoring Tool

Detailed Progress Monitoring Tool

Paired with classroom management programs

Stand-Alone Intervention OR Part of an Intervention Package

Home Reward System

Home-School Communication

Home-School Communication

Name: Sam Date: 10/13

Daily Tracker Daily Goal Met

1. Remains seated

with 3 or fewer

instances of leaving

seat

_______

2. Raises hand to

speak with 3 or

fewer violations

_______

3. Completes 75% of

daily math work

_______

Total Number of Yeses

Percent

Targeted at specific behavioral or academic concerns

Clear operational definition

Out of seat vs. Out of area

Individualized, data-based goals

Name: Sam Date: 10/13

Daily Tracker Daily Goal Met

1. Remains seated

with 3 or fewer

instances of leaving

seat

////

2. Raises hand to

speak with 3 or

fewer violations

//

3. Completes 75% of

daily math work

80%

Total Number of Yeses 2

Percent 66%

Rewards Menu

If the child achieves one goal today, he may choose one of the following rewards:

Ice cream, 5 minutes extra before bed, extra book before bed with mom

If the child achieves two goals today, he may choose one of the following rewards:

10 minutes extra before bed, play jenga with dad, control the remote for 30 minutes

If the child achieves three goals today, he may choose one of the following rewards:

15 minutes extra before bed, play on the computer for 30 minutes, get a slushie from 7-11

Rewards Menu

If the child achieves one goal today, he may choose one of the following rewards:

Jolly Rancher from the candy jar, 5 minutes computer time, sticker of choice, clean up helper

If the child achieves two goals today, he may choose one of the following rewards:

10 minutes computer time, 10 minute board game with Mr. Alex, two stickers, line leader, take class announcements to office

If the child achieves three goals today, he may choose one of the following rewards:

15 minutes computer time, 15 minute board game with Mr. Alex, wear a hat to school next day

Arguments with Teacher

0

1

2

3

4

5

6

1 5 9

13

17

21

25

29

33

37

41

45

Days

Nu

mb

er

of

Arg

um

en

ts

Arguments

Criterion

Continuum of Academic and Behavioral Supports

•All children

•General education curriculum

•Scientifically-based instruction

•Positive behavioral support

•Universal screening

•Ongoing progress monitoring

•Children who have been identified as at-risk

•Receive specific supports

•Targeted small group instruction

•Individualized behavior support in gen. ed.

•Regular progress monitoring.

•Additional support

•Intensive, individualized interventions

•Connected to IEP goals

Academic Instruction Behavior Supports

~80%

~10-15%

~5-7%

1

2

3

Tier 1 Tier 2 Tier 3

All Students Individual Students Individual Students

Universal Classroom Rules

Individual Targeted Behaviors

Individual Targeted Behaviors (on IEP)

Simple Progress Monitoring Tool

Specific Progress Monitoring Tool

Detailed Progress Monitoring

Paired with classroom management programs

Stand-Alone Intervention OR Part of an Intervention Package

Stand-Alone Intervention, Part of an Intervention Package, Connected to IEP

Home Reward System Home-based + Frequent In-School Reward System

Home-School Communication

Home-School Communication

Home-School Communication

Name: Sam Morning Afternoon

Date: 10/13 Reading Math Social Studies Science

Tracker Goal

Met Tracker Goal

Met

Tracker Goal

Met Tracker Goal

Met

1. Remains seated with 2

or fewer instances of

leaving seat

/ /

/ /

/ /

/ /

2. Raises hand to speak

with 3 or fewer

violations

/ /

/ /

/ /

/ /

3. Completes 75% of

daily work

60%

75%

75%

100%

Total Number of Yeses (AM): 5/6 = 83% Morning Reward Provided at

School:

Total Number of Yeses (PM): 6/6 = 100% Afternoon Reward Provided at

School:

Teacher Comments:

Sam was very distracted during reading in the morning, but improved in math and had a great

afternoon.

Parent Signature: Reward Provided at Home:

Y N

9.51

12.02 12

7.6

0

2

4

6

8

10

12

14

Baseline Post-Treatment

Cla

ssro

om

Ru

le V

iola

tio

ns

IEP Only

IEP+DRC

Fabiano et al., 2010

5.01

5.48

0

1

2

3

4

5

6

Teacher Rating of Improvement on IEP Goals

Imp

rove

me

nt

Ra

tin

g

BAU

DRC

Troubleshooting – Why isn’t he responding?

Saliency of reward

Definition of target behavior

Teacher integrity to recommended DRC steps

Integrity to recommended procedures

Inconsistent application can compromise outcomes

Integrity can decline without consultation

Best consultation includes observation and performance feedback

0

0.84

1.19 1.27

1.39

0

0.44

0.18

-0.15

-0.36 -0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

Baseline Month 1 Month 2* Month 3* Month 4*

Eff

ect

Siz

e

Time

Improvers

Decliners

Owens, Holdaway, et al., 2012 * Significant difference between Class 1 and Class 2, p < .05.

0

0.78

0.22

-0.02

0.21

-0.2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Baseline Month 1 Month 2 Month 3 Month 4

Incremental

Cumulative n = 49

Owens, Holdaway, et al., 2012

Persistence

Behavior of children with ADHD is highly variable

Gradual process; target behaviors improve over the course of months, not days.

Owens, Holdaway et al., 2012

Validation of the “bottom up” RTI approach

More explicit guidelines for RTI for behavior

Definitions of response and non-response

www.oucirs.org/resources/dailyreportcard