Chidsey & Steege 2005 SCPY 699 Problem- Solving Interventions in Schools Fall 2009 Dr. Gerald D....

Chapter 1Introduction:

What is RTI?Chidsey & Steege 2005

SCPY 699 Problem-Solving Interventions in

Schools

Fall 2009Dr. Gerald D. Nunn:

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Simply, the “response” that a student makes to a defined “intervention”.

Assume it is the intervention that caused the response.

Also assume that a “scientifically-based” intervention was used.

RTI

Gerald D. Nunn, Ph.D., NCSP: Problem Solving Interventions: Fall 2009

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Elements/concepts of RTI have been around a long time.

Based upon Problem Solving Model or approach.

RTI is current “buzzword” for a more comprehensive model.

RTI actually is the part of problem-solving that has to do with measuring the response to intervention, there is a lot more to it.

History of RTI



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Tiers


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Although RTI and Problem Solving are intended for the General Education setting, most applications have a heavy special education emphasis

Throw-back from 30 years of special education taking role of interventions

Intent is for RTI to be implemented in General Education setting

RTI and Special Education and General Education


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High Quality Instruction

Frequent Assessment

Data-based decision making

Big Ideas RTI: We expect thatthe following exist in order to determine RTI…


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IDEAL Problem Solving Model

IdentifyProblem

DefineProblem

ExploreIntervention

Act OnImplement

Intervention

Look atResults of

Intervention

Does problem exist?

How important isthe problem?

What is the best Solution for the Problem?

Is the intervention beingImplemented with integrity?

Evidence that theintervention is working(results)?


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Chapter 2: NCLB, IDEIA, & RTI NCLB Primary focus upon accountability

and having programs that work in place for students, e.g. Reading First, Prevention Programs.

IDEIA Primay focus upon “evidence-based practices”◦ Scientifically-Based Instruction◦ Evaluation of how well students respond to the

intervention◦ Use of “data” for “decision-making”


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IQ vs. Performance Discrepancy

RTI Approach

Waiting to Fail

Admiring the Problem

Chapter 3: RTI & Discrepancy Models


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Chapter 4: Evidence-Based Interventions


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Step 1


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Step 2


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Where to look?


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How SSED is used in problem-solving assessment and evaluation of interventions.

Addresses both the assessment and intervention phases.

Alternating treatments/interventions, e.g. A/B/A/B, etc.

Chapter 5: Single-Subject Experimental Design


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Baseline measure (dependent variable) of behavior or academic performance.

Introduction of intervention (independent variable), hopefully a scientifically-based one.

Documenting the effects of intervention through repeated measurement.

Either withdrawing or reintroducing intervention to guage effects (RTI) or comparing modifications of the IV (Intervention) upon the DV (measure of behavior or achievement)

SSED & Internal Validity:


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Provides objective documentation of student progress. Ongoing interventions allow tem to quickly identify effective and

ineffective components and make adjustment to interventions (data-based decision-making)

Practitioners have an ethical responsibility to evaluate the efficac of interventions and single-subject experimental designs.

Federal, state, and agency regulations require documentation of intervention effectiveness.

SSED interventions are applicable to and easy to use with individuals and small groups.

SSED all for comparison of the effectiveness of interventions, permitting team to select the most efficacious interventions that meet the needs of students.

SSED & Best Practices


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Purpose of using SSED in RTI is to

1. Compare effectiveness of interventions

2. Allow team to select best interventions

3. Test drive interventions for their potential

4. Document student performance

SSED as part of RTI


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Data Recording Procedures to obtain accurate and meaningful data.◦ Types of Recording procedures:

1. Frequency recording (# of times a behavior occurs)

2. Duration recording (how long a behavior occurs)

3. Intensity (the relative magnitude of a behavior)

4. Whole-interval recording (percent of intervals in which behavior occurs for an entire interval of time).

5. Partial-interval recording (percent of intervals in which behavior occurs for pat of the interval)

6. Performance-based recording (Likert ratings estimating relative occurrence of behaviors)

7. Permanent products recording (tangible outomes such as number of words spelled correctly).

Basic Components of SSED


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Is the behavior/measure an expected outcome of the intervention?

Is he recording procedure sensitive enough to measure the expected behavior changes?

Will the behavior recording capture the magnitude of the behavior, e.g. 15 sec vs. 15 minute tantrum.

Are there adequate resources to collect the data needed?

Questions to ask about recording methods and objectives of the intervention…


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Baseline Phase◦ Pre-intervention level of target behavior◦ Should describe the typical behavior◦ Need 3-7 data-points for reliability◦ Collected in relevant setting for target behavior◦ Defines the “problem”, e.g. what occurs vs. what is

expected.◦ Defines the “intensity” of the problem or its “significance”◦ Informs us about predicting the behavior if an intervention

was not implemented.◦ Provides comparison for determining discrepancy ratio

(O/E), 10/2 = 5 x’s discrepant.◦ Confirms RTI

Elements of the SSED


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At least 3-7 data points. Stable, sample without extreme variability. Typical environment, where the behavior is most

likely, or most important. No intervention or other mediating strategies that

would account for the change in intervention, no or little overlap between baseline and intervention phase.

Level of data, serious to warrant intervention with likelihood of improvement or treatment gains.

Trends in the data, demonstrated over time, stable trends.

General Guidelines for establishing baseline…


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Intervention is implemented consistently with precision.

Intervention is implemented “intact” with “integrity”

Same procedures used to measure intervention as were used to measure baseline.

If intervention is changed, then it is a change in the intervention phase and should be noted on the graph.

Intervention Phase


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The systematic procedures used in problem-solving underly the process used in “assessment” of academic or behavioral problems presented by students.

There is a systematic process to be followed.

This chapter provides an overview and materials to accomplish this form of assessment.

Chapter 7: Using RTI Procedures for Assessment of Academic Difficulties


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Main purpose is to meet the “needs” of learners.

Tier Framework conceputalizes the level of “need” demonstrated by the student.

Assessment determines how these needs are being or not being met.

Interventions are the mechanisms used to meet the needs.

Evaluation (via progress monitoring) is how we determine “effects” or “results”

Problem-Solving Assessment


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Step 1: Implement Evidence-Based General Education Methods

Step 2: Collect Benchmarks of All Students’ Performance a Minimum of 3 x’s a year.

Step 3: Identify Which Students Scored Below the Benchmark Targets

Step 4: Provide Daily Scientifically-Base Small-Groups Instruction (Intervention)

Step 5: Monitor Student Progress Toward the Benchmarks Using Frequent

Assessments

Step 6: Review, Revise, and or Discontinue Small-Group Instruction/Interventions

Step 7: Increase the Intensity, Duration, and/or Frequency of Instruction/Intervention

Step 8: Review, Revise, and/or Discontinue Small-Group Instruction/Intervention.

Step 9: Comprehensive Evaluation, If Needed

Step 10: Special Education Eligibility, If Needed

Steps in Problem Solving Assessment


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Document ongoing, systematic interventions that target the behavior/academic skill.

Keep record of the pre and post response of the student.

Change interventions based upon results shown by data.

Step 1: Implement Evidence-Based General Education Methods


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Norms for all students Fall, Winter, Spring Preferably on Reading, Math, Written Language AIMS Web, School Generated Probes showing

normative expectations for academic areas. Benchmarks give standards for judging success

and progress over time for decision-making.

Step 2: Collect Benchmarks of All Students’ Performance a Minimum of 3 x’s a year.


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After the administration of curriculum-based measures, the student identified below benchmarks, normally around the 10th percentile.

Team consider the students in greatest need and what can be done in terms of interventions for them.

These are your Tier 2 level interventions.

Step 3: Identify Which Students Scored Below the Benchmark Targets


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Use interventions with support of efficacy Use interventions systematically Keep data on student growth/progress

Step 4: Provide Daily Scientifically-Based Small-Group Instruction (Intervention)


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Measure Baseline, 3-5 points before intervention.

Measure median each week Use decision-points (3 point rule) Change if needed.

Step 5: Monitor Student Progress Toward the Benchmarks Using Frequent Assessments


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Modify as data indicates. Review each week You can change the interventions by

“tweaking”, or changing to new intervention, or increasing intensity of the intervention, or by adding other contingencies, e.g. R+

Step 6: Review, Revise, and or Discontinue Small-Group Instruction/Interventions


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You are trying to see how the intervention can be shaped or configured to have its greatest effect.

Always ask yourself if the intervention is being applied with “integrity” before throwing it away.

Brainstorm with your team about any problems or their ideas about implementation.

Step 7: Increase the Intensity, Duration, and/or Frequency of Instruction/Intervention


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If successful, discontinue the intervention. Follow-up for a few weeks to see if it is

maintained or if other less intense intervention, accommodations, etc. will maintain it without team intervention.

Always rely on data to make your decisions.

Step 8: Review, Revise, and/or Discontinue Small-Group Instruction/Intervention.


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This is a “due process” or “placement” decision based upon the lack of response to intervention.

It assume that you have done all of the steps preceding it.

It does not guarantee better results that what you have already done!

Step 9: Comprehensive Evaluation, If Needed

Step 10: Special Education Eligibility, If Needed

Chidsey & Steege 2005 SCPY 699 Problem- Solving Interventions in Schools Fall 2009 Dr. Gerald D....

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