+

Changing Behavior

Using RTI to Manage Student BehaviorProgress Monitoring : Tier 1

+Why Use RTI to Change Behavior? The RTI process of screening all students can also be

used for behavior difficulties, NOT JUST academic difficulties

Three tiers of supports for all educators and staff

Interventions are research-based

Progress monitoring and charting

Students stay in the general education classroom

Educators can SEE if an intervention is successful or not

+Introduction to RTI for Behavior

This link will bring us to a short video that outlines that characteristics and steps of implementing RTI for classroom management and the skills that educators need for this system to be successful: http://www.youtube.com/watch?v=gKwPFH3xKkM

+How do we start?

We begin with Tier 1 Screening of all students Comparing their performance (similar to a criterion

measure) Begin progress monitoring Use data and graphs to show student performance Fall, Winter, Spring Assess whether students are progressing Define the behavior

+Define Behavior

The students behavior must be CLEARLY DEFINED

A clear definition is a proactive measure Facilitates communication among: Student, Teacher, Family,

and Behavioral Support Specialist

Goals are easier to establish if a specific behavior is defined

The definition of the behavior is VERY important Must provide complete information on when the behavior

occurs and when it does not Must be accurate

+Define Behavior

Speaks Kicks Verbalizes Hands in Hits Arrives Sits Swears Asks Gives

Appreciates Discovers Comprehends Initiates Perceives Respects Beliefs Intends Knows Commits Recognizes Realizes

Observable Behavior Unobservable Behavior

+Tier 1

It is important to collect baseline data of student behavior

Collect 3-5 data points or measurements for the baseline

The baseline serves as a way to compare student behavior after an intervention

+Screening all Students

Lets ask ourselves how are we going to collect data on behavior? There are many ways to collect data on behavior:

Permanent Products Event Recording Duration Recording Latency Recording Interval Recording:

Whole Interval Recording Partial Interval Recording Momentary Time Sample Recording

+Direct Observation Recording Methods

All of the methods mentions are Direct Observation Recording methods

These methods are discussed because they are easier for teachers to use and do in their classroom There are many different ways that we can collect data on

our student’s behaviors for a good reason Certain behaviors are more amenable to certain recording

protocols Each recording protocol requires a different level of effort as

well

+Permanent Products

This form of recording requires observation of the student

The educators tallies the tangible product of a students behavior Example: A student rips up papers or knocks over desks

during a tantrum – the amount of papers ripped or the desks knocked over would be tallied

The actual behavior is not observed

Use when behavior leaves an enduring product

+Event Recording

This method requires the least amount of time

Teachers tally the number of time a response (e.g. talk outs) occur during a specific period of time

To use this method, the behavior must be discrete as well as have a CLEAR beginning and end If a student repeatedly get in and out of his chair (student

with attention deficit disorder) this would be overwhelming for the educator to tally

Each response (e.g. talk outs) should be relatively equal in duration

+Duration Recording

This method of recording tracks the length of time a behavior occurs Example: Length of a tantrum, length of time engaged in

academic task (appropriate behavior can be measured as well)

Like Frequency Recording, the behavior must be discrete as well as have a CLEAR beginning and end

Could require a lot of an educators undivided attention Additional classroom support needed

+Latency Recording

This method of recording is used to record the time from a specified event (instruction) to the start of the targeted behavior or response (working on the worksheet)

Perfect for compliance recording Example: Teaching a student to follow directions in the

classroom

Could require a lot of an educators undivided attention Additional classroom support needed

+Interval Recording

Method used to provide an estimate of the percentage of intervals in which a behavior occurred In other words, the recording of the presence OR absence of

a behavior within a specified time frame

This method is good for discrete behavior that DO NOT have a clear beginning and end

There are three types of Interval Recording procedures

+Whole-Interval Recording

This method can be used when a behavior occurs throughout the entire specified time interval Example: On-task behavior, in-seat behavior

This method does not require a behavior to have a clear ending or beginning

The behavior must be continuous or occurs frequently

+Partial Interval

This method is used when a behavior occurs at any point during the specified time interval Example: Off-task behavior, out-of-seat behavior

This should be used for behaviors that we want to DECREASE

Additional staff support is recommended

+Momentary Time Sample

This method is used to record a behavior if it is being performed at the end of an interval Example: Off-task behavior, out-of-seat behavior

This is the easiest of the interval recordings for educators to use

A concern with this method is whether the behavior at the end of the interval represents that behavior during the entire interval

+Where do I record my data?

Recording data can be as simple as using paper and pencil

Important information that should be included on the data sheet: Student name or identification number Location Teacher’s name Date Length of observation Definition of target behavior

The simpler the better!

Resource: http://rtitools.com/Cool/

+Graphing your Data

Educators should plot their data points to SEE if an intervention is working or not

Use a simple line graph

Graphs should contain: Baseline data A vertical line to separate intervention and follow up Measure of behavior on the vertical side (left) Unit of time on the bottom of graph Description of intervention

+How Can I Fit This In?

Choose a form of direct observation recording methods that will best fit the behaviors as well as your schedules

Make it work! Request additional staff support when needed or

appropriate

The majority of direct observation recording methods are quick and do not take a lot of time

+Tier 1

Tier 1 interventions are done IN the general education classroom

Universal interventions include all settings, all students Preventive and Proactive

If an educator has tried multiple research-based interventions and a student or students do not respond it is important to contact other educators and professionals to collaborate

+Resources

http://www.interventioncentral.org/home http://www.interventioncentral.org/behavioral-interventions

http://www.rtitools.com/

http://www.rti4success.org/

+References

http://www.interventioncentral.org/blog/rti-20-assessment-progress-monitoring/helping-teachers-structure-their-classroom-tier-1-data-co

http://www.interventioncentral.org/behavioral-interventions

Martella, Ronald C., J.Ron Nelson, Nancy E. Marchand-Martella, and Mark O'Rielly. Comprehensive Behavior Management Individualized, Classroom, and Schoolwide Approaches. 2nd. SAGE, 2012. 74-108. Print.