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Diana Joyce Nancy Waldron
[email protected]@coe.uf.edu
Christopher Raye Tanya [email protected] [email protected]
Uniersity o! "lorida
N#$% Con!erence& 'arch (rd& )*+*
1
All Presentation Materials Including Sample Reports areAvailable at http://www.nasponline.org/
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RtI for Behavioral/Social-Emotional
20% of students will experience some type ofemotional or behavioral difficulty
10% of students will have a diagnosable disorder
during their school yearsFor many, school is only source of behavioral or
mental health services
E/! is "thlargest group under #!E$ with largest
increase trend in secondary ages 12&1'(
)ince 1**" students with E/! have lowest
graduation rate of any disability group
(urns et al.! 1""#$ %S&''S! 1"""! %S&)! *++",*
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University Research SchoolUniversity Research School +& 12 Enrollment 11"2 students
)table student population
-acial/Ethnic .omposition
"1% .aucasian 2% $frican $merican
1% ispanic
"% ultiracial
3% $sian Free/reduced lunch 2%
ighly trained faculty '4% graduate degrees(
-
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School ImprovementSchool Improvement
RTI Foundations (2!-2"#RTI Foundations (2!-2"#-eading #nitiative 2001&200(Enhanced core instructional practices, use of
evidence&based reading intervention programs!eveloped standardi5ed progress monitoring
assessments 6 reporting formslended funding to provide intensive intervention
Established -t# 7eadership 8eam 200($ssessed school needs9 changing roles of
instructional support personnel:rofessional development leadership team and +&2
teachers
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#
"ocus o! Rt,,-ple-entation
le-entaryear 1 Reading 0*
)stablished grade level Student Success 2eams (SS2,3or data
anal4sis! problem solving ! intervention supportRtI 5eadership 2eam Meetings
ear * )6panded Reading 0#
ear - )6panded Reading 7 5anguage Services 8rades 0! 1Math 7 2argeted 8rades *!
9riting 7 2argeted 8rade Revised SS2 Meetings to -6 4ear data anal4sismeetings$ 6
4ear student progress meetingsehavior 7 2ier * targeted student groups$ 2ier -intervention
supportsear )6 anded Math 8rades 1#
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"ocus o! Rt,,-ple-entation
$econdaryear 1 ;ore instruction 7 )ssential Si6 5iterac4 S
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,. De/ne the %ro0le-&e=ning Problem/&irectl4 Measure(Achievement/ehaviors,
,1. aluate9as it )>ective?
,,. %ro0le-#nalysisIdenti34;ontributing@ariables
,,,. ,-ple-ent%lan
Progress Monitorand Modi34 i3 7
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Tier ITier IUniversal All
Students
Tier IITier IISupplemental,
Targeted, Short-
Term
Tier IIITier IIIIntensive,
Individual, Long-Term
RtI Tiered Behavioral Interventions
B
%ositie 2ehaioral $upport: CreDuent recognition 3or appropriatebehaviors! pro6imit4 control! cueing! buildin appropriate movementopportunities (e.g.! 0agan rain )6.,! predictable structure!positivel4phrased and highl4 visible behavioral e6pectations.
-0edded $ocial Curriculu-: Instruction in prosocialbehavior/attitudes.
Data $creenin3: Schoolwide climate surve4! ISS/SS data! incidencemapping! rating scales 3or emotional ris< and social s
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School $sycholo%y Services
Tier I &$rimary $revention )creening for children/youth at ris;
#nterpretation of school&wide data for positive
behavior supports
:roviding embedded social s;ills curriculum
and/or :) programs
-t# resource for parents, teachers,
administrators, staff
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TIER II8ier ## )mall group, supplemental, short&term(
)tudent )uccess 8eam
!efine the :roblem < :roblem $nalysis
-ecords review, observations, interviews, parent conferences
#mplement the :lan )mall group counseling &4 wee;s(
#ndividual counseling 12&1 wee;s(
)ocial s;ills, anger management, anxiety, self®ulation
Evaluate :re&observations for baseline, repeated observations
:re& and post&counseling $)., ))-)
)=!) data
1+
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RtI' SST Behavioral ata Sample)ame *+sent SSIS BESS ISS ,SS lass Incidents $arent
ontactomments SST ecision
> " > 0 > 1 0 0
$nna 2 ". 0 0 0 " angry outbursts redface, mean stares,huffing( over feelingslighted
3 :arents describe samebehaviors at home withsiblings
?bservations, possible 8#E- ##social s;ills 6 anger managementgroup
ernard 0 0 0 & & & &
.ialia 0 "0 4 0 0 & 3 7ac;ing supplies,homewor;, appears dirty,no coat on cold days, nolunch, mother hospitali5eddepression
.ounselor/8eacher tal; with family,possibly provide support resourcescontact numbers, donate supplies
Frederic; "1 34 0 0 & & Few friends, mildly shy 8ry friendship group first, possiblesocial s;ills later if needed
enry 0 2 24 0 0 & & & &
#ndigo 34 " 1 0 !umped des; contentsout on floor 6 refusedto wor;
1 :arent/)tudent responsive,no more incidents, foundout #ndigo had bad day
because her dog died
#solated incident, monitorattendance
@yrece !1 2 "0 0 0 & 1 ;nee surgery < fine now,
no more absences
&
+evin !2 1 0 0 & 0 $ppears verysad/withdrawn, sometimesno appetite, clings toteacher
?bservations, parent interviewabout absences/sadness, possible8#E- ## counseling, beh plan toincrease peer interactions, discussweight w/nurse, monitor lunch
11
))#) & )ocial );ills #mprovement )ystem
E)) < ehavioral and Emotional )creening )ystem, 8&)cores 10&0 Aormal, 1&'0 Elevated, '1B Extremely Elevated#)) C #n&)chool )uspension, ?)) < ?ut&of&)chool )uspension, ))8 C )tudent )uccess 8eam
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TIER III
Tier III #ndividuali5ed, intensive(!efine the :roblem < :roblem $nalysis
Formal F$
=pdated review of wor; 6 interviews
:arent conferences with developmental history
#mplement the :lan ehavior management plans, ehavior contracts, !aily or wee;ly
behavior report cards to home
ore freDuent individual counseling
ay reDuire multi&agency collaboration
Evaluate :re&observations for baseline, repeated observations
:re& and post&counseling $)., ))-)
)=!) data
1*
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Tier III ata Sample !
Baseline
x = 5.67
Interventionx = 1.4
ehavior :lan 2ndgrade( .lassroom ?bservations
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1
Baselinex = 41%
Intervention
x = 69%
Tier III ata Sample 2
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Tier III ata Sample .ehavior Report ;ard (thgrade,:2eacher ratings
Counseling Begins Week 4 Report Card Changed
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Tier I Eli%i+ility for E/BState of Florida Eli%i+ility riteria *li%nin% 3ith RtI
ProblemsolvingmodelAssure not lac< o3
appropriateinstruction
2eam decisions
)videncebased
interventions havebeen implemented
)valuation includes: CA (i3 not alread4 completed,
Social/&ev '6
bservations Interviews
Review o3 interventions
Review o3 academicper3ormance
Assessments to identi34contributing 3actors
Medical eval i3 precipitating)/&
1
Cull cop4 o3 the Clorida ew Rule &evelopments 3or RtI:
http://www.Gdoe.org/ese/
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Tier I Eli%i+ility for E/BState of Florida Eli%i+ility riteria *li%nin% 3ith RtI
1H
Cull cop4 o3 the Clorida ew Rule &evelopments 3or RtI:
http://www.Gdoe.org/ese/
Internal Cactors: sadness! mood swings! erratic behavior or 3ears!phobias!
e6cessive worr4ing! thoughts/3eelings inconsistent with actual
events!withdrawalor
)6ternal Cactors: inabilit4 maintain personal relationships! chronicdisruptive!
ph4sical aggression etc.
andMust be present months (not temporar4! less than wee
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4essons 4earned
#mportance of building capacity for implementation#mportance of professional development
enerally enough needs to continuously have small groups
targeting self®ulation, anxiety, anger management etcehavioral problem&solving team meetings may need to be
more readily available than typical Duarterly ))8
#mportance of including parents
Establish a system for data management#ntervention guides the type of data collected!o not get discouraged
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5uestions6
1"
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)ot all Interventions are reated E7ual
Disorder 8ectie Treat-ents9,nterentions
A&'& ehavior modi=cation! rein3orcement o3 other behaviors!parent training! organiFers! ;2! medication
An6iet4 ;2! 3amil4 an6iet4 management&epression ;2! coping s
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Behavioral RtI ResourcesScreenin% 8easures9 Interventions
Tier I ehavioral 6 Emotional )creening )ystem E))# http'//a%s:pearsonassessments:com/ :ositive ehavioral )upport 333:p+is:or%
)ocial 7earning .urriculum http'//333:researchpress:com
ullying :revention :rogram, !an ?lweus 6 )usan 7imber, ullying, :rosocialehaviors, .onflict, $ggression http'//nrepp:samhsa:%ov/
!uchnows;i, $ @, +utash, +, 6 -omney, ), 200( Goices from the field $blueprint for schools to increase involvement of families who have children withemotional disturbances 8ampa, F7 =niversity of )outh Florida, 8he 7ouis de la:arte Florida ental ealth #nstitute, !epartment of .hild and Family )tudies http'//cfs:fmhi:usf:edu
$.#EGE $ .ollaborative )chool&based -eform :rocess, oward +noff, )ocial);ills, .onflict -esolution, )elf®ulation, :ositive )chool .limate,http'//333:pro;ectachieve:info/a+outthedirector:html
)?) )igns of )uicide :revention :rogramhttp'//333:mentalhealthscreenin%:or%
)ystematic )creening for ehavioral !isorders http'//333:ed:%ov/pu+s
*1
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8ore Behavioral RtI ResourcesScreenin% 8easures9 Interventions
Tier II - III
$ggression -eplacement 8raining, ar; $mendola, $nger .ontrol, $ggression,oral -easoning 8raining 333:a%%ressionreplacementtrainin%:or% # .an :roblem )olve, yrna )hure, $ggression, Emotionality, Hithdrawal,
-eIected 333:researchpress:com #ntervention .entral, @im Hright, $!!, ullying, !efiance, :eer 8utoring
http'//333:interventioncentral:or%/ 7ife );ills 8raining, ilbert otvin, )elf&esteem, )ocial );ills, )ubstance $buse,
)ocial $nxiety, :eer :ressure, 333:lifes
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References
urns, @, .ostello, E @, $ngold, $, 8weed, !, )tangl, !, Farmer,E K, 6 Er;anli, $ 1**"( !ata watch .hildrenJs mental healthservice use across service sectorsHealth Affairs, 1, 1'&1"*
+endall, : . 200( .hild and adolescent therapy Aew Lor;uilford :ress
=) !epartment of Education 200*( 8wenty&eighth annual
report to .ongress on the implementation of the individuals withdisabilities education act @essup, ! =) !epartment ofEducation
=) !epartment of ealth and uman )ervices 1***(
ental Health: A Report of the Surgeon General.
-oc;ville, ! =) !epartment of ealth and uman
)ervices
*-
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