RTI in Behavior and Emotional Regulation Across General, Remedial, and Special Education

1. RTI in Behavior and Emotional Regulation Across General, Remedial, and Special Education Daniel J. Reschly dan.reschly@vanderbilt.edu 615-708-7910 Delaware Department of Education May 8, 2007 Reschly RTI

2. Six “Chapters” in this Presentation • Overview of RTI in academics and behavior including multi-tiered systems in both • Tier I Behavior: General Education: All Students: Positive Behavior Supports and Classroom Organization and Management • Tier II Behavior: Intensive individualized problem solving through stages, graphing, etc., evaluation of success, need for sustained interventions • Special education eligibility determination • Special education programming Reschly RTI

3. What To Do With Egbert?? • 1st Grade, falling behind in reading • Slow progress compared to peers • Likely to miss benchmarks related to passing 3rd Grade reading test • Distractible, inattentive, disruptive, non-compliant, aggressive • Sound Familiar • WHAT HAPPENS NEXT? Driven by Federal Legislation • Consider NCLB and IDEIA Reschly RTI

4. What To Do With Egbert?? • 9th Grade, failing 3 of 5 classes at first 9 weeks • Attendance is declining • Homework non completion • Poor performance on weekly or unit tests • Defiant, distractible, inattentive, disruptive, non-compliant • Sound Familiar • WHAT HAPPENS NEXT? Driven by Federal Legislation • Consider NCLB and IDEIA Reschly RTI

5. PROBLEM SOLVING CHART Does the *%$# thing work? Yes No Don’t mess with it! Did you mess with it? You Idiot! Yes No No Hide it! Yes Will you catch hell? Does anyone else know? No Yes You poor slob! Ignore it Can you blame somebody else? No Yes NO PROBLEM

6. What Is Response to Intervention (RTI)? • Scientifically-based instruction/interventions matched to student needs • Formative evaluation including frequent progress monitoring in relation to benchmarks, with decision rules applied • Decisions driven by student RTI, including gen’l ed instruction/intervention, remedial services/individual interventions, sp ed eligibility, placement, annual review and exit • Implementation requires: Allocating (aligning) resources to deliver effective interventions that produce improved child outcomes Reschly RTI

7. RTI Model Differences • Restricted vs Comprehensive System Wide • LD Identification • Do Tiers I and II, then traditional evaluation • Or Use RTI in eligibility determination and in the design, implementation, and evaluation of IEPs • Academic only or Academic and Behavior • False dichotomies: Standard Protocol vs Problem Solving vs Recognition of Both • Choices determined by nature of problem • Use of both in many situations Reschly RTI

8. RESPONSE TO Intervention POLICY CONSIDERATIONS AND IMPLEMENTATION Order at: www.nasdse.org Cost: $15 with discounts for large orders Reschly RTI

9. Purpose of the RTI Process • Improve results in academic, behavioral, and emotional regulation domains, through • High quality interventions • Formative evaluation • Student results drive decisions about needs and intensity of interventions • Improve, eliminate disproportionate representation • Identification of disabilities through procedures that are valid and connected to effective special ed interventions • Improve special education results and increase exit from sp ed • Prevention and early identification-intervention Reschly RTI

10. Special Education Placement Effects: High Incidence Disabilities Treatment/InterventionaEffect Size EMR/Special Classes (IQ 60-75) -.14 Special Classes (IQ 75-90) -.34 Resource for SLD and E/BD +.29 Traditional Placement Practices Have Weak Relationships to Outcomes Special Education as a Solution? Note: Effect size is expressed in SD units, analogous to a z-score Reschly RTI

11. Meaningfulness of Special Education High Incidence Categories (www.ideadata.org) Table 1-13, retrieved 1-16-07 CategoryPrevalence RangeFactor ofNotes • MR: 0.4% (NJ) to 3.0% (WV) 7Xs (9 at 0.4) • ED: 0.2% (AR) to 2.4% (DC) 12Xs (VT=2.0) • LD: 2.2% (KY) to 7.7% (OK) 3Xs • Sp/L: 0.5% (HI) to 4.3% (WV) 8Xs • OHI: 0.5% (CA) to 2.4% (RI) 5Xs • All: 8.9% (CO) to 15.9% (RI) 1.8Xs Notes: Child disability count as a percentage of the 6-17 population. Reschly RTI

12. Some things do not make sense Reschly RTI

13. Progression of Research, Policy, and Legal Requirements • RESEARCH: Scientific research with practice demonstrations leading to • POLICY: Multiple policy analyses in presented in prestigious reports leading to • FEDERAL LAW: Multiple layers of Federal legal requirements leading to • STATE LAW: Changes in state rules leading to • SCALING UP: Scaling up efforts in states Reschly RTI

14. What Works? See Kavale (2005), Learning Disabilities, 13, 127-138 and other sources TreatmentEffect Size • Applied Behavior Analysis. + 1.00 • CBM+Graphing+Formative Evaluation + reinforcement + 1.00 • Explicit Instruction and Problem Solving + .70 to 1.50 • Comprehension Strategies +1.00 • Math Interventions +.60 to 1.10 • Writing Interventions +.50 to .85 Reschly RTI

15. Behavior Interventions Effect Sizes TreatmentEffect Size • Applied Behavior Analysis. + 1.00 • Beh. Assessment+Graphing+Formative Evaluation + reinforcement + 1.00 • Reinforcement +.7 to 1.50 • DRO +1.00 • Group Contingencies +.1.00 • Reinforcement + Response Cost +1.00 Reschly RTI

16. Prevention-Early Intervention: Legal Requirements • LEA can use 15% of federal IDEA funds to support prevention and early identification-treatment • Purpose: minimize over-identification and unnecessary sp ed referrals • Provide academic and behavioral supports; and professional development re: early literacy and behavior • MUST use the 15% if LEA has “significant disproportionality Reschly RTI

17. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual and Small Groups • Intense, Prolonged Intervention • Targeted Group Interventions • Some students (at-risk) • Standard protocol reading • interventions • Targeted Small Group or Individual • Interventions • Some students (at-risk) • Targeted Individual Behavior • Interventions • Universal Interventions • Effective Academic In- • struction • Universal Interventions • School-wide positive • Behavior • Effective classroom and • Behavior management 80-85% 80-85% Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation (Sugai, Horner, & Gresham, 2002) Enter a School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual and Small Groups • Intense, Prolonged Interventions 5-10% 5-10% 10-15% 10-15% Reschly RTI

18. Multi-Tiered Academic Interventions of Increasing Intensity and Measurement Precision • Tier I: General Education: All students; Effective instruction, 80-85% at benchmarks • Tier II: Standard Protocol and Problem Solving:(about 10 to 20 weeks)Small group and individualized interventions • Decision Making: Continue Program, Modifications, Comprehensive Evaluation?? • Tier III: More Intensive, Sustained Instruction in General and/or Special education • Key Mechanism: Formative Evaluation Reschly RTI

19. Multi-Tiered Behavior Interventions of Increasing Intensity and Measurement Precision • Level I: General Education : School wide positive discipline and effective classroom organization and management • Level II: Individualized Problem Solving re: Behavior: Targeted individual interventions in general education • Decision Making? Continue Program, Modifications, Comprehensive Evaluation • Level III: More Intensive, Sustained Instruction in General or Special education • Key Mechanism: Formative Evaluation Reschly RTI

20. Formative Evaluation • Frequent assessment of progress • Referenced to goals based on benchmarks toward passing state tests • Decision rules regarding modification of goals or instructional programs • All decisions about student needs and instructional intensity are based on child RTI Reschly RTI

21. Characteristics of Effective Formative Evaluation Measures • Direct measures of skills • Natural settings • Efficient re: costs and time required • Sensitive to small increments of growth in relevant skills • Results can be graphed in relation to goals • Reliable in terms of stability • Valid re: relationship to broad indicators of competence • Example: Behavior Assessment and CBM oral reading fluency and reading comprehension Reschly RTI

22. Chapter 1 Conclusions • Strong support for RTI-note key components • Policy and legal requirements support RTI in academics and behavior • Prevention, early identification-early treatment emphasis • Ensure special education is last rather than first resort • Progress monitoring and formative evaluation principles: Change it if not working Reschly RTI

23. Tier I: General Education, Universal Stage, Primary Prevention • Academics and Behavior • Scientifically-based • Explicit instruction in academics and behavior • Systematic intervention • Inter-related, reciprocal relationships, mutually supported • Discuss separately here, but acknowledge the essential inter-relationship of academics and behavior Reschly RTI

24. Tier I: General Education • Universal screening of all students in early grades • Positive Behavior Supports • Effective classroom organization and behavior management • Teacher support teams Reschly RTI

25. Teacher Preparation in Classroom Behavior Management • Interview faculty: “Yes, we cover it!” • Interview new teachers: “No, I was not prepared.” • Current study of IHEs preparation in classroom behavioral management • Most do not prepare teachers in the area • Preparation is not thorough or at the right time • Mentoring, assistance in classroom management is effective Reschly RTI

26. Behavioral Assessment and CBM Measures • Focused on determination of change • Formative evaluation critical • Tied to effective practices and better outcomes • Applications in general, remedial, and special education • Identification of disabilities-integrates identification with treatment Reschly RTI

27. Why Behavior Assessment (including CBM) • Determine current levels in academics and behavior; degree of need • Monitor progress, assess change • Foundation for formative evaluation-improving interventions • Determine success of interventions • Decisions based in child response to interventions Reschly RTI

28. Tier I: Screening for Behavior Problems • Early indications of later serious behavior problems appear by age 3-5 • Early identification-treatment more effective than later interventions, especially with aggression • Behavior referrals often occur too late for maximum effect of interventions • Identification as ED and Sp Ed placement most often occur at age 10, 11, or older when interventions are less effective and more resistant Reschly RTI

29. Tier I Assessment of Behavior • Focus on classroom and individuals • Screen all children for behavior • Aggressive behaviors-identify and treat at young ages • Treat through age 8; Manage after age 8 • Early intervention much more effective than later • Social isolation • Bullying • Classroom related social skills (or academic enablers Reschly RTI

30. Multiple Gating Procedures (Walker & Severson, 1995) Sopris West Teacher Ranking of Children ( 3 highest ranked) on Externalizing and Internalizing Behaviors Teacher Rating (Exceeds Norms) Direct Observations and Parental Questionnaire Focused Interventions Reschly RTI

31. Behavioral Earthquakes • Critical Behavioral Events • High impact-great intensity-low frequency behaviors: Behavioral Earthquakes • Fire setting, cruelty, extreme aggressiveness, suicide threats/attempts, physical confrontation, use of weapons, etc. • Should provoke immediate referral • School Archival Records Search (SARS)-Sopris Reschly RTI

32. Tier I Prevention School-wide Positive Behavior Supports • National Technical Assistance Center at www.pbis.org • PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. Reschly RTI

33. PBS Strategies • Continuum of behavioral support • Prevention through common set of behavioral expectations, taught to all students in system, reinforced by all adults and students • Applied through multiple tiers • Focus on problematic areas, hallways, cafeteria, assemblies, etc. • Must include individual and group interventions as well Reschly RTI

34. PBIS Messages • Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable(Zins & Ponti, 1990) • Learning & teaching environments must be redesigned to increase the likelihoodof behavior intervention plan success Reschly RTI

35. School-wide Support • procedures and processes intended for all students, staff, and settings • must have a building-wide team that oversees all development, implementation, modification, and evaluation activities Reschly RTI

36. Characteristics of Support 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Reschly RTI

37. Tier I: Classroom Organization and Behavior Management • Classrooms vary significantly in organization and management • Influences engaged time and academic productivity • Influences incidence of behavior problems • Discipline issues: major cause for teacher attrition • Most new teachers to not believe they are adequately prepared, especially for classrooms with culturally diverse, economically disadvantaged students • Teacher preparation vs teacher needs Reschly RTI

38. Principles of Strong Classroom Organization and Management: Engaging Instruction • First and most important principle • Use a variety of instructional methods • Direct instruction, teacher led, frequent responding, frequent feedback • Program high rate of success • Teaching at child’s/student’s instructional level Reschly RTI

39. Principles of Strong Classroom Organization and Management: Structuring the Environment • Clearly communicating expectations for each activity (red, yellow, green sign procedure) • Manage instructional time (large group, small group, individual assistance) efficiently • Transitioning from activity to activity (major issue), particularly for boys and distractible kids • Communicate expectations at beginning of class Reschly RTI

40. Principles cont.: Monitoring Behavior and Academic Engagement • Scanning and moving around the room in unpredictable patterns • Close proximity to students off task, nonverbal • Praise and reprimands: Quiet, specific, directed to person • ≥ 80% should be actively engaged • React quickly to off task behavior • Active engagement incompatible with disruptive behavior (DRI) • High rates of response • Praise/encouragement of appropriate behavior Reschly RTI

41. Principles cont: Classroom Rules and Behavioral Routines • Establish and teach behavioral rules and routines • Teach in first two weeks of school • State in terms of positive behavior • Link to school wide expectations (e.g., same language) • Teach explicitly, Provide examples and non-examples, reinforce compliance • “Be respectful” (raise hand, listen to others, kind to others, wait turn, how to seek help, etc.) • Routines (bathroom, transitions between activities, turning in homework, large group, small group, free time) Reschly RTI

42. Principles cont.: Encourage and Reinforce Appropriate Behavior • Focus on maintaining and increasing appropriate behaviors, academic and social • Identify what children are supposed to do, what they can do, not just what they cannot do • Ratio of positive to negative comments • Misbehavior is a behavioral error, re-teach and reinforce appropriate behavior Reschly RTI

43. Principles cont.: Behavior Reduction Strategies • Responding to misbehavior • Continuum of consequences established • Consider misbehavior as a behavioral error: Treat like an academic skills error • Re-teach appropriate behavior • Respond consistently and efficiently • Observe the effects of behavior reduction strategy • Punishment??? Behavior increases?? • Respond early: avoid escalation, prolonged existence Reschly RTI

44. Behavior Reduction Strategies, cont. • Stimulus control (cues, directions) • Differential reinforcement (DRI or DRO) • Response cost • Group contingencies (e.g., Good Behavior Game) • Self-monitoring, self management • Extinction (ignore behavior, reinforce incompatible behavior, prepare for response burst) • Punishment Reschly RTI

45. Effects of Temper Tantrums: Negative Reinforcement Trap • Teacher presents task • Student refuses, teacher persists, student has temper tantrum, teacher gives in • Function of temper tantrum? Escape task demands • Teacher giving in removes negative stimulus and thereby reinforces escape behavior • Soooo, some brilliant psychologists says, “Ignore the behavior.” Will that work? • Eventually, yes, but slow and problematic Reschly RTI

46. Temper Tantrums per Day Initiate Extinction Procedure Number Days Reschly RTI

47. Initiate Extinction Procedure DRO Added Reschly RTI

48. Effects of Extinction (Ignoring Previously Reinforced Behavior) • Some behaviors cannot and should not be ignored • Initial effect may be a response burst (higher and more intense expressions of behavior) • Combine extinction with other strategies such as DRO and DRI • Extinction alone often works slowly • Avoid intermittent reinforcement with extinction • Add response cost and reinforcement for appropriate behavior Reschly RTI

49. Tier I: Importance of Classroom Organization and Behavior Management • Kellam, Baltimore Schools • Students randomly assigned to 1st grade teachers, then classroom was the unit of analysis • Classrooms observed during first 9 wks., high rates of disruptive behavior and aggression, large differences across classrooms • Classrooms randomly assigned to, • Experimental condition: Good Behavior Game (Barrish, et al, 1969; Sulzer-Azaroff & Mayer, 1991) vs. • Control condition of in-service on general curriculum issues Reschly RTI

50. Kellam Research: Classroom Organization and Management • Good Behavior Game (Barrish, et al., 1969) • Group contingency • Two groups formed into teams • Define rules and positive behaviors • Teams compete for positive consequences • Team with highest rate of appropriate behaviors earn “rewards” • Lining up first, Help teacher pick-up classroom, free time, etc. Reschly RTI