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Using the Problem Solving/Response to Intervention (PS/RtI) Model for Challenging Behaviors

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Using the Problem Solving/Response to Intervention (PS/RtI) Model for Challenging Behaviors . True/False. PS/RtI for behavior begins with the school wide behavior system. _______ Hypotheses are not useful in the behavior RtI process. ______

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true false
True/False
  • PS/RtI for behavior begins with the school wide behavior system. _______
  • Hypotheses are not useful in the behavior RtI process. ______
  • Research reports that the PS/RtI process is effective for changing behavior in middle schools.______
  • An example of a Tier 2 behavior intervention is small group counseling/social skills training.______
  • RtI behavior interventions should not be done

in the classroom. ______

purpose of meeting
Purpose of Meeting
  • Review School Behavior Data
  • Review PS/RtI and The Three Tiers

of Behavior

  • Problem Solve School Data
school based behavior data
School –Based Behavior Data
  • Event Count by Month
  • Event Count by Location
  • Incident Count by Description
  • Action Count by Description

See next slide to make predictions.

office discipline worksheet make predictions in the following categories
Office Discipline WorksheetMake predictions in the following categories.
  • Where do most of the behavior incidents occur (i.e. class,

cafeteria, etc.)? 

  • What are the most common ODR incidents (i.e. inappropriate behavior, non-compliance, dress code, etc.)?  
  • What are some consequences for ODR’s (i.e. call home, suspension, etc.)? 
  • During which months do most ODR’s occur?  
  • How much time typically is devoted to the ODR incident process?

DISPLAY CHARTS

slide6

Time Lost With ODR

(Office Discipline Referral)

PBS (Positive Behavior Support) research documents that for every ODR:

  • 15 minutes of teacher time is lost.
  • 30 minutes of administrator time is lost.
  • 45 minutes of student instructional time is lost.

90 minutes of time is lost with each ODR.

step 1 problem identification what is the problem
Step 1 – Problem Identification: What is the problem?

To identify a problem, begin with three pieces of data

  • Expected level of performance
  • Student level of performance
  • Peer level of performance
step 2 problem analysis why is it occurring
Form hypotheses about why the student (or group of students) is not demonstrating the expected behavior.

Validate hypotheses through data collection.

Step 2 - Problem Analysis: Why is it occurring?
hypothesis example
Hypothesis Example

In reviewing and analyzing their Office Discipline Referrals (ODR’s), XYZ Middle School determined that 150 out of 200 referrals were for dress code violations. If district dress code policy was reviewed with all students weekly and appropriate dress positively reinforced, there would be a decrease in ODR’s for dress code violations.

slide10

Step 3 – Intervention Design: What are we going to do?

  • Match intervention type and intensity to student(s), setting, problem.
  • Interventions must focus on teaching replacement behavior.
  • Select evidence-based interventions that match context of school/classroom culture.
  • Provide support for implementation.
    • Coaching
    • Evaluation of implementation integrity
slide11

Goal

Step 4 – Progress Monitoring: Is it working?

  • Making instructional / intervention decisions based on review and analysis of student data
  • Progress monitoring always includes graphing

Classroom

Intervention I

Classroom

Intervention 2

11

slide12

Tier III of Behavioral Intervention/Support

Tier III: Assessments

FBA

Progress Monitoring Graph/RtI

(Eligibility Assessment)

Tier III: Individualized Interventions

Behavior Intervention Plan

Individual CounselingSelf-Monitoring

1 - 5%

1-5%

Tier II Assessments

Behavioral Observations

Intervention Data

Gap Analysis

Tier IITargeted Interventions

Targeted Group Interventions

Social Skills Training

Small Groups

10-15%

80 - 90%

Tier I Assessments

Discipline Data (ODR)

Benchmark Assessment

Universal Screening

Tier I Core Interventions

School-wide Discipline Positive Behavior Supports

Whole-class Interventions

10 - 15%

80 - 90%

12

tier i
Tier I
  • Key Questions
    • How effective are school-wide programs and positive behavior supports?
    • How well are Tier I interventions implemented?
  • Data Analysis - Sources for data gathering
    • Discipline data - Office discipline referrals (ODR)
    • Disaggregated data & school climate surveys
    • PBS (Positive Behavior Support) Benchmark Assessment
    • Universal screening (mental health & behavior)
tier 1 universal interventions
Tier 1: Universal Interventions
  • School wide rules and expectations
  • Positive reinforcement system
  • School Wide Social Skills Program
  • School Wide Problem Solving Skills
tier 2
Tier 2
  • Key Questions
    • Which students need targeted interventions?
    • How effective are targeted interventions?
    • How are targeted interventions linked to Tier I?
    • How well are Tier II interventions implemented?
  • Data Analysis - Progress monitor with
    • Individual student data on intensity of behavior (frequency, duration)
    • Behavior Progress Report Form
targeted group interventions
At-risk students who may need more support

These students represent less than 25% of school enrollment

They account for over 50% of behavioral incidents

They consume significant amounts of time and resources

Targeted Group Interventions

5%

15%

80% of Students

tier 2 targeted small group interventions
Tier 2: Targeted Small Group Interventions
  • Small group counseling/ social skills training
  • Check In-Check Out Systems
  • Behavior Contracts
  • Point Cards

(Continue all Tier 1 interventions)

tier 3
Tier 3
  • Key Questions
    • What specific interventions are needed at Tier III? Increased intensity of Tier II intervention? Different, individualized intervention?
    • How well are Tier III interventions implemented?
    • What is the student’s response to evidence-based interventions?
  • Data Analysis
    • Functional Behavior Assessment (FBA)
    • Graph of Response to Intervention data
tier 3 individual intensive interventions
Tier 3: Individual Intensive Interventions
  • Individual counseling
  • Function-based interventions
  • Behavior contracts
  • Prevent-Teach-Reinforce
analyzing the data how well do your school wide expectations work
Analyzing the data, how well do your school wide expectations work?
  • How well do the expectations work in the
    • Classrooms
    • Common areas
    • Cafeteria
    • Bus
    • Other
  • Identify areas where expectations are not working and develop hypotheses to determine why expectations are not working.

Examples: How are expectations communicated?

How are expectations taught?

Are expectations consistently reinforced?

  • Based on your hypothesis statement, what are some interventions that would reduce the behavior problems in specific areas?
true false21
True/False
  • PS/RtI for behavior begins with the school wide behavior system.
  • Hypotheses are not useful in the behavior RtI process.
  • Research reports that the PS/RtI process is effective for changing behavior in middle schools.
  • An example of a Tier 2 behavior intervention is small group counseling/social skills training.
  • RtI behavior interventions should not be done in the classroom.
resources
Resources

Dr. Linda Fowler

RtI Resource Specialist

Professional Development

941-751-6550 ext. 2218

Jessica Clark Kearbey

Secretary II

Professional Development

941-751-6550 ext. 2293

Kathy Haugan

RtI Resource Specialist

Professional Development

941-751-6550 ext. 2256

Karen Mills

Behavior Specialist

ESE Department

941-751-6550 ext. 2239