FASP 2007

1. FASP 2007 Problem-Solving/RtI: Application to Students with Emotional/Behavior DisordersDavid Wheeler, Ph.D.George Batsche, Ed.D.José Castillo, M.A.University of South Florida

2. Rule 6A-6.03016, FAC (1) Definition. Students with an emotional / behavioral disability (EBD). A student with an emotional/ behavioral disability has persistent (is not sufficiently responsive to implemented evidence-based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity.

3. Assumptions • Students with emotional/behavioral disabilities demonstrate behaviors that are intense and severe • Intensity - deviation of the behavior (frequency, duration) from general expectations and peer/cultural/setting norms • Severity - the behaviors continued non-response to evidence-based interventions delivered with increasing intensity and consistency • Some students with behavior problems have an emotional/behavioral disability • Some students with behavior problems display behaviors that are intrusive and disruptive without having an emotional/behavioral disability

4. Criteria for Special Education Eligibility • Significant gap exists between student and benchmark/peer performance • The Response to Intervention is insufficient to predict attaining benchmark • Student is not a functionally independent learner • Complete comprehensive evaluation

5. “Change is the law of life and those who only look to the past or present are certain to miss the future.”John F. Kennedy

6. Paradigm Shift • Eligibility • Diagnostic/Test & Place Model • Improving student outcomes • Problem Solving/ Response to InterventionModel

7. IDEA 2004 - 20 U.S.C. § 1400(c)(5) 30 years of research has demonstrated that the education of children with disabilities can be made more effective by . . . 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

8. State Board Rule 6A-6.0331 District’s responsibility to address through appropriate interventions and, to the extent possible, resolve a student’s learning or behavioral areas of concern in the general education environment.

9. “Every student needs something special in education BUT not every student needs special education.” Jim Tucker

10. Getting “help” without labeling children as disabled • Problem-solving approach • Multiple tiers of intervention service delivery • An integrated system of assessment & data collection that informs decisions at each tier

11. Response to Intervention Response to Intervention is a multi-tiered, problem-solving approach to providing instruction and intervention to students, at increasing levels of intensity, based on progress monitoring and data analysis.

12. Three-Tier Model of Behavioral Intervention/Support Tier III: Intensive, Individual Interventions 1 - 5% 1-5% Tier II: Targeted Group Interventions 10-15% 80 - 90% Tier I: Universal Interventions/Supports 10 - 15% 80 - 90%

13. How Does it Fit Together?Standard Treatment Protocol Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% weekly Standard Protocol Small Group Differentiated By Skill Supplemental 5-10% Behavior Academics 2 times/month Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% Step 2 Step 3 Step 4 Step 1

14. Problem-solving Process • Problem identification - What is the problem? • Problem analysis - Why is it occurring? • Intervention development & implementation - What are we going to do? • Response to intervention (evaluation of effectiveness through progress monitoring) - How effective is the intervention?

15. Tiers of Problem Solving Problem Identification I II III Problem Analysis Response to Intervention Intervention Design

16. Categories of school-based behavior problems • Problems that respond to interventions • Not eligible for special education • Problems that do notrespond to intensive interventions AND do not constitute a recognized emotional/behavioral disability • Not eligible for special education but require intervention • Problems that do notrespond to intensive interventions AND constitute a recognized emotional/ behavioral disability • Eligible for special education

17. Importance of emotional/behavioral intervention within an RtI model • Promotes social/emotional health for all students • Improves school climate and culture • Focus on early intervention/prevention • Assessment linked to intervention • Reduces the number of students “needing” placement • Disproportionality - minorities and males • Maintains students in least restrictive environment Adapted from E. Runkel’s presentation on Behavioral Assessment & RTI at the NASP 2007 Annual Conference

18. Three Tier Model of Behavioral Intervention & Positive Support • Tier I: Universal: School-wide interventions and support • Tier II: Targeted Group Interventions • Tier III: Intensive Individual Interventions

19. Three-Tier Model of Behavioral Intervention/Support Tier III: Intensive, Individual Interventions 1 - 5% 1-5% Tier II: Targeted Group Interventions 10-15% 80 - 90% Tier I: Universal Interventions/Supports 10 - 15% 80 - 90%

20. Tier I • Question: How effective is school-wide program? • Assessment: • Office discipline referrals (ODR) • Disproportionality data & school climate surveys • Screening (mental health & behavior) • Hypotheses: • Lack of instruction • Lack of positive behavior supports • Inconsistent discipline policy • Interventions • Identify common behavioral issues & develop school-wide (or whole class) interventions • Introduce positive behavior supports • Teach prosocial behaviors

21. Tier I: Behavioral Intervention/Support Tier I - Assessment Discipline Data (ODR) Benchmark Assessment School Climate Surveys Universal Screening Tier I - Core Interventions School-wide Discipline Positive Behavior Supports Whole-class Interventions 10 - 15% 80 - 90%

22. TIER 1: School-Wide Discipline Programs: Positive Behavior Support Prosocial Discipline Programs School-wide Discipline Committee Attendance Programs

23. Identifying students at-risk • Universal screening for social skill competencies/social behaviors/mental health • Systematic Screening for Behavior Disorder (SSBD) • School Wide Information System (SWIS) • School Archival Records Search (SARS) • BASC Emotional Screening System (BESS) • Classroom observation/Teacher nomination • Parent reported child risk factors • Student reported risk factors/self-identification

24. Universal Screening - Identifying students at-risk • Sources of screening data • Academic performance • Discipline data (ODR) • Records • Observation • Screening Instruments/Systems • School Wide Information System (SWIS) • School Archival Records Search (SARS) • Systematic Screening for Behavior Disorder (SSBD) • BASC Emotional Screening System (BESS) • Social Skills Improvement System (SSIS) Performance Screening

26. Referral Analysis • 42% Noncompliance • 30% Off-Task/Inattention • 12% Physical/Verbal Aggression • 6% Relational Aggression • 10% Bullying

27. Building-Level Behavior Data

28. Tier II • Question: How is student functioning compared to expectations? peers? • Assessment: • Baseline data (intensity of behavior - frequency, duration) • Peer group comparison • Gap analysis • Hypotheses: • Student has not been taught the skill • Expected behavior is not reinforced in the learning environment • Interventions • Classroom-based behavioral interventions • Small-group, targeted interventions

29. Tier II: Behavioral Intervention/Support 1 - 5% Tier II - Assessment Behavioral Observations Intervention Data (peer group comparison) Tier II - Targeted Interventions Targeted Group Interventions Social Skills Training Small Groups Tiered Discipline Programs 10-15% 80 - 90% Tier I Assessment Tier I - Core Interventions 10 - 15% 80 - 90%

30. TIER 2: Strategic Strategic/Supplemental Behavior Programs: • Small Group SST • Anger Control Training • Peer/adult mentoring program • Tiered discipline program (e.g., positive rehearsal, time out)

32. Outcome? • Rate of Peer Performance? • 82-58= 58/24 or 2.42 • Rate of Target Student Performance? • 42-27= 27/15 or 1.80 • Type of Response to Intervention? • Peer?? • Student?? • Intervention Effectiveness Decision?

34. Tier III • Question: What is the student’s response to evidence-based interventions? • Assessment: • Functional Behavior Assessment - prior to interventions • Response to Intervention data with graph • Hypotheses: • Focus on child-specific issues in problem-solving • Interventions • Behavior intervention plan - based on FBA • Assessing quality/intensity of interventions

35. Tier III of Behavioral Intervention/Support Tier III: Assessments FBA Progress Monitoring Graph Tier III: Individualized Interventions Behavior Intervention Plan Individual CounselingSelf-Monitoring In-school Alternative Education 1 - 5% 1-5% Tier II Assessments Tier IITargeted Interventions 10-15% 80 - 90% Tier I Assessments Tier I Core Interventions 10 - 15% 80 - 90%

36. TIER 3: INTENSIVE Behavior Programs • Individual counseling/therapy • Individual Behavior Plan • Rapid Response • In-school alternative education • Frequent, daily mentoring

37. Three Tiered Model of School Supports: Anclote Elementary-Pasco County Behavioral Systems Academic Systems Tier 3: Intensive Interventions Individual Counseling FBA/BIP Teach, Reinforce, and Prevent (TRP) Assessment-based Intense, durable procedures Tier 3: Comprehensive and Intensive Interventions Individual Students or Small Group (2-3) Reading: Scholastic Program, Reading,Mastery, ALL, Soar to Success, LeapTrack, Fundations 1-5% 1-5% Tier 2: Targeted Group Interventions Some students (at-risk) Small Group Counseling Parent Training (Behavior & Academic) Bullying Prevention Program FBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data 5-10% Tier 2: Strategic Interventions Students that don’t respond to the core curriculum Reading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended Day Writing: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson 5-10% Students Tier 1: Universal Interventions All settings, all students Committee, Preventive, proactive strategies, School Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior) Classroom Management Techniques,Parent Training 80-90% Tier 1: Core Curriculum All students Reading: Houghton Mifflin Math: Harcourt Writing: Six Traits Of Writing Learning Focus Strategies 80-90%

38. Intervention Support • Intervention plans should be developed based on student need and skills of staff • All intervention plans should have intervention support • Principals should ensure that intervention plans have intervention support • Teachers should not be expected to implement plans for which there is no support

39. Critical Components of Intervention Support • Support for Intervention Integrity • Documentation of Intervention Implementation • Intervention and Eligibility decisions and outcomes cannot be supported in an RtI model without these two critical components

40. Intervention Support • Pre-meeting • Review data • Review steps to intervention • Determine logistics • First 2 weeks • 2-3 meetings/week • Review data • Review steps to intervention • Revise, if necessary

41. Intervention Support • Second Two Weeks • Meet twice each week • Following weeks • Meet at least weekly • Review data • Review steps • Discuss Revisions • Approaching benchmark • Review data • Schedule for intervention fading • Review data

43. Problem-Solving Process Applied to E/BD

44. Problem solving - levels of analysis • Student • Class • School • District • State III II I

45. Problem-solving protocol • Identify target & replacement behavior • Identify peer group for comparison • Collect baseline & progress monitoring data (frequency, duration) • Gap analysis - compare student to peer group and expectation • Determine function of the behavior (FBA) • Develop/Implement interventions based on FBA (BIP) • Monitor/Evaluate/Modify interventions based on data • Document response to intervention • Problem solving continues based on response to intervention

46. Documenting response to intervention • Benchmark/Expectation • Student’s level of performance • Peer performance • Aimline • Trendline

47. B A S E L I N E Benchmark 75 % 35 % = Peer Group = Aim Line

48. Evaluating the response to intervention - GAP Analysis • What is the deficit in initial level? • What is deficit in slope or rate of progress? • How does the student compare to peers (students of similar age, gender, culture, & ethnicity)?

49. School-Wide Positive Behavior Support • Grade Level Social Skill Training Benchmark 75 % 60 % 55 % 50 % 35 % = Peer Group = Target Student = Aim Line = Trend Line 

50. Types of responses to intervention • Positive response • Gap closing at acceptable rate • Questionable response • Gap maintained or is closing at unacceptable rate • Poor response • Gap widens