Response to Intervention Response to Intervention and ... · 1 Universal Screening for Students with ASD: In Response to RtI Ruth Aspy, Barry Grossman, Brenda Smith Myles The Ziggurat

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Universal Screening forStudents with ASD: In

Response to RtI

Ruth Aspy, Barry Grossman, Brenda SmithMyles

The Ziggurat Group

Shawn HenryOhio Center for Autism and Low Incidence

Objectives:

General Overview of the RTI Model

Review Principles of RTI

Explain Tier Model Approaches

Review Impact on Student EvaluationHenry

Response to InterventionSimplified…..

RTI framework

•closely monitor student progress / take data

•target problem area

•design intervention/ choosing research-based instruction

•implement intervention with fidelity

•monitor progress / take data

•adjust instruction for student if needed

•monitor progress….Henry

Response to Intervention andAcademic Achievement

We are going to look at the instruction first, NOT THESTUDENT, to consider why success has not been achieved

We will intervene with different/targeted research-based instruction that may help the student achieve

We will monitor this progress to see if the student

responds to the interventionInstruction with be driven by the data

Henry

RTI DefinitionResponse to Intervention

– There is currently no formal definition of RTI, nor is therean RTI model that is well established and widely endorsedby researchers and educators. However, the followingcould serve as a description of the essential elements:

• RTI is an individualized, comprehensive assessmentand intervention process, utilizing a problem-solvingframework to identify and address student academicdifficulties using effective, efficient, research-basedinstruction.

http://www.schwablearning.org/articles.aspx?r=840Henry

RTI Video: Introduction“It’s about all kids”

Dr. Ed Shapiro,Director of the Center forPromoting Research to

Practice, LehighUniversity

Henry

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Three tier model of RTIAcademic System

Decisions about tiers ofsupport are data-based

Behavioral System

1-5% Intensive IndividualizedInterventions

Adapted from OSEP EffectiveSchool-Wide Interventions

5-10% Targeted Interventions

80-90% School-WideInterventions80-90% School-Wide

Interventions

5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

Henry

RTI Video:Understanding the Framework

Henry

RTI: Standard Treatment Approach

Universal Screening

Academic System

5-10% Targeted Interventions* One predetermined validated intervention

Henry

RTI: Problem Solving Approach

Universal Screening

5-10% Targeted Interventions with a menuof research-based intervention options

Academic System

Henry

RTI Video:Tiers of Intervention

Henry

RTI: Problem Solving Approach

Universal Screening

Academic System

1-5% Intensive Individualized Interventions

Henry

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Principles of RTIWhen are we going to intervene?

As soon as we see the student is struggling,no more “wait and see” or “wait to fail”Progress monitoring of all students from auniversal screening will allow data-baseddecisions to be made

Probes of student response to targetedintervention needed as part of ongoingassessment

Henry

Why is this a National Trend?Change: IDEA and RTI

IQ-discrepancy criterion is potentially harmful to students as itresults in delaying intervention…. (Torgesen, et. al., 2001)

“wait to fail” model does not lead to losing the achievement gapfor most students placed in special education. Many studentsplaced in special education as SLD show minimal gains inachievement and few actually leave special education. (Donovon &Cross, 2002).

…in determining whether a child has a specific learningdisability, a local educational agency may use a process thatdetermines if the child responds to scientific, research-basedintervention.

(Section 1414(b)(6)(B)). (See Wrightslaw: IDEA 2004, page 88)Henry

Change: IDEA and RTI“The U. S. Department of Education “strongly recommends”that schools use a response to intervention model that uses aprocess based on systematic assessment of the student responseto high quality, research-based general education instructionthat incorporate response to a research-based intervention…”

“Identification models that incorporate response to interventionrepresent a shift in special education toward the goals of betterachievement and behavioral outcomes for students identifiedwith SLD.”

Explanation and commentary to the proposed IDEA 2004regulations

http://www.wrightslaw.com/idea/art/ld.rti.discrep.htmHenry

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Universal Screening A gated approach

Tier 1 for all students Tier 2 for students exhibiting “behaviors”



Tier 1 Approach Checklist of Social Cognitive Functions

All Kinds of Minds Mel Levine, 1997

Kathy Gould, 2008

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Chad Originally designed to Help you to “see” the autism Provide a “snapshot” of how autism

is expressed for an individual Be descriptive instrument Be completed by a team Provide a tool for assessing

progress/change

Now it can be used as a second tier universal screenfor students exhibiting behavior and emotional issues

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The UCC Areas Social Restricted Patterns of Behavior, Interests,

and Activities Communication Sensory Differences Cognitive Differences Motor Differences Emotional Vulnerability Known Medical or other Biological Factors

1 Chad’s UCC – Selected List

[9] Difficulty understanding others’ nonverbalcommunication

[14] Has eccentric or intense preoccupations

[18] Has problems handling transition and change

[19] Has strong need for closure

[24] Interprets words literally

Chad’s UCC – Selected List[52] Displays poor problem-solving skills

[80] Exhibits “meltdowns”

[85] Has low frustration tolerance

[87] Difficulty identifying and expressing emotions

[89] Difficulty managing stress and/or anxiety

Function of Chad’s behavior

Function Escape/Avoidance

Antecedent Behavior Consequence

• Sequence change• Unexpected

event• Activity

interrupted

• Drops tofloor

• Whines• Yells aboutchange

• Cries• Stiffens body

• Attention fromadult

• Verbal/physical redirection• Time to calm• Change occurs

ABC-Iceberg Chad

© Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.

UnderlyingCharacteristics*

SpecificBehaviors

Antecedent(s)

• Sequence change• Unexpected event• Activity interrupted

Behavior Difficulty with

changeConsequence(s)

• Attention fromadult• Verbal/physical redirection• Time to calm• Change occurs

*As determined through the UnderlyingCharacteristics Checklist

[9] Difficulty understandingothers’ nonverbalcommunication[14] Has eccentric or intensepreoccupations[18] Has Problems handlingtransition and change[19] Has strong need forclosure[24] Interprets words literally

[52] Displays poor problem-solving skills[80] Exhibits “meltdowns”[85] Has low frustration tolerance[87] Difficulty identifying andexpressing emotions[89] Difficulty managing stressand/or anxiety

Drops to floorWhinesYells about changeWhinesStiffens body

Sensory Differences and BiologicalNeeds

Skills to Teach

Task Demands

Structure and Visual/Tactile Supports

Reinforcement

Chad’s Intervention Plan

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Intervention Ziggurat

Sensory Differences and Biological Needs© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.

Quiet Corner


Reinforcement

© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.

Books about Trains


Structure and Visual/Tactile Supports


Hokey PokeyGet in circle

Follow the words to the music

Sing one verse for each student

Sit on square

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Task Demands


First-Then

First Then


Skills to Teach


Feeling AnxiousSometimes our bodies help us to know when weare stressed and need a break. When Thomas isanxious, his face turns red and he does not lookat others. His mouth turns down in a frown.Sometimes, when you think that something iswrong, your body shows signs too. You clinchyour fists, stiffen your body, and frown. Yourface turns red. When you feel your body dothis, it is a sign that you are anxious and need abreak.

Comprehensive AutismPlanning System

CAPS is the framework tying the daily schedule to the underlying characteristics identified in the UCC

and the interventions outlined in the Ziggurat Worksheet.

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Chad's First ActivityActivity Skills/STO Structure/

ModificationsReinforcement

Priming(with smallgroup)

*Identifyingemotions*Managingstress

Visual scheduleFirst/then chartMindreading softwareSocial narrative onanxietyQuiet area, as needed

Createreinforcementmenu

ZIGGURAT WORKSHEET* From Prioritized UCC Items; but could also be from IEP or statestandards




IdentifyingemotionsManagingstress

***Visual schedule**First/then chartMindreading software**Social narrative onanxiety*Quiet area, asneeded

Reinforcementmenu

ZIGGURAT WORKSHEET* From Sensory/Biological Intervention** From Structure & Visual/Tactile Supports Intervention*** From Task Demand Intervention





Visual scheduleFirst/then chartMindreading softwareSocial narrative onanxietyQuiet area, as needed

Reinforcementmenu

ZIGGURAT WORKSHEET* From Reinforcement Intervention

Chad's First ActivityActivity Skills/STO Sensory

StrategiesCommunication/Social Skills



*”How Does YourEngine RunChart”

Hidden curriculumMultiple meanings listEmotions notebookPractice change

ZIGGURAT WORKSHEET* From Sensory/Biological Intervention

Chad's First ActivityActivity Skills/STO Sensory

StrategiesCommunication/Social Skills



”How Does YourEngine RunChart”

*Hidden curriculum*Multiple meanings list*Emotions notebook**Practice change

ZIGGURAT WORKSHEET* From Task Demand Intervention** From Skill Intervention

Chad's First ActivityActivity Skills/STO Data Collection** Generalization



*Emotionrecognition(software) (M, TR)*Number of rages(daily)

Visual scheduleFirst/then chartSocial narrative onanxiety

CAPS Worksheet

*Should match Skills/STO

**Data collection forms are attached

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Chad's First ActivityActivity Skills/STO Data Collection Generalization



Emotionrecognition(software) (M,TR)Number of rages(daily)

Visual scheduleFirst/then chartSocial narrative onanxiety

Documents

Response to Intervention Response to Intervention and ... · 1 Universal Screening for Students with ASD: In Response to RtI Ruth Aspy, Barry Grossman, Brenda Smith Myles The Ziggurat