Chapter 1 Introduction: What is RTI?

1. Chapter 1Introduction: What is RTI? Chidsey & Steege 2005 SCPY 699 Problem-Solving Interventions in Schools Fall 2009 Dr. Gerald D. Nunn:

2. RTI • 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.

3. History of RTI • 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.

4. Tiers

5. RTI and Special Education and General Education • 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

6. Big Ideas RTI: We expect thatthe following exist in order to determine RTI… • High Quality Instruction • Frequent Assessment • Data-based decision making

7. IDEAL Problem Solving Model Does problem exist? Evidence that the intervention is working (results)? How important is the problem? Is the intervention being Implemented with integrity? What is the best Solution for the Problem?

8. 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. • IDEIAPrimay focus upon “evidence-based practices” • Scientifically-Based Instruction • Evaluation of how well students respond to the intervention • Use of “data” for “decision-making”

9. Chapter 3: RTI & Discrepancy Models • IQ vs. Performance Discrepancy • RTI Approach • Waiting to Fail • Admiring the Problem

10. Chapter 4: Evidence-Based Interventions

11. Step 1

12. Step 2

13. Where to look?

14. Chapter 5: Single-Subject Experimental Design • 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.

15. SSED & Internal Validity: • 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)

16. SSED & Best Practices • 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.

17. SSED as part of RTI • Purpose of using SSED in RTI is to • Compare effectiveness of interventions • Allow team to select best interventions • Test drive interventions for their potential • Document student performance

18. Basic Components of SSED • Data Recording Procedures to obtain accurate and meaningful data. • Types of Recording procedures: • Frequency recording (# of times a behavior occurs) • Duration recording (how long a behavior occurs) • Intensity (the relative magnitude of a behavior) • Whole-interval recording (percent of intervals in which behavior occurs for an entire interval of time). • Partial-interval recording (percent of intervals in which behavior occurs for pat of the interval) • Performance-based recording (Likert ratings estimating relative occurrence of behaviors) • Permanent products recording (tangible outomes such as number of words spelled correctly).

19. Questions to ask about recording methods and objectives of the intervention… • 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?

20. Elements of the SSED • 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

21. General Guidelines for establishing baseline… • 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.

22. Intervention Phase • 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.