2010 NASP Behavioral RtI Slides

8/9/2019 2010 NASP Behavioral RtI Slides

1/23

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/


2/23

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&)! *++",*


3/23

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(

-


4/23

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


5/23

#

"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#


6/23

"ocus o! Rt,,-ple-entation

$econdaryear 1 ;ore instruction 7 )ssential Si6 5iterac4 S


7/23

,. 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


8/23

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


9/23

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


10/23

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&regulation

Evaluate :re&observations for baseline, repeated observations

:re& and post&counseling $)., ))-)

)=!) data

1+


11/23

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


12/23

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*


13/23

Tier III ata Sample !

Baseline

x = 5.67

Interventionx = 1.4

ehavior :lan 2ndgrade( .lassroom ?bservations


14/23

1

Baselinex = 41%

Intervention

x = 69%

Tier III ata Sample 2


15/23

Tier III ata Sample .ehavior Report ;ard (thgrade,:2eacher ratings

Counseling Begins Week 4 Report Card Changed


16/23

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/


17/23

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


18/23

4essons 4earned

#mportance of building capacity for implementation#mportance of professional development

enerally enough needs to continuously have small groups

targeting self&regulation, 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


19/23

5uestions6

1"


20/23

)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


21/23

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&regulation, :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


22/23

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


23/23

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

*-

2010 NASP Behavioral RtI Slides

Documents

Transcript of 2010 NASP Behavioral RtI Slides