Using the RTI Process To Develop Individualized Positive

Behavior Support PlansHow RTI Teams Work Together to Link the RTI Process and Positive Behavior

Support Plans

Presented at the RtI Summer InstituteGrand Island, Nebraska

July 30 - 31, 2007

Dr. Susan Lindblad, School Psychologist

Molly Elge, M.S., Behavioral Consultant

Objectives• Participants will understand how to use the RtI

process when working with students who present problem behavior(s)

• Participants will understand how the functional assessment of problem behavior drives the positive behavior support plan

• Participants will follow the RtI process and positive behavior support plans developed for several students

What is RTI for Behavior?

• “Many evidenced-based interventions for behavior are available; they include methods based on applied behavior analysis (e.g., reinforcement), social learning (teaching expected behaviors through modeling and role playing), and cognitive behavioral methods to teach ‘thinking skills’ such as problem solving, impulse control, and anger management. The RTI focus on regular objective assessment helps us to decide whether to maintain, modify, intensify, or withdraw an intervention” (Sprague, 2004)

What is RtI for behavior? (in layman’s terms)

• Uses evidence-based interventions to help students change behaviors

• RTI documents a change in behavior as a result of intervention(s)

• Uses the same three-tiered approach logic as is used for academic issues

RtI Continuum of Services

Intensity of Intervention

Level 3Intensive

Intervention

Le vel 2

Supplementary Intervention

Level 1

Core Classroom Intervention

Decision rules

Decision rules

Four themes related to RTI and Behavioral Supports

• Behavioral (and academic) interventions are based on the intensity of the presenting problem.

• RTI provides the basis for changing, modifying, or intensifying interventions.

• Evidence-based practices are used for selecting interventions and for evaluating the effectiveness of the interventions and the degree of fidelity with which it is applied.

• Social validation is the final, critical component to positive behavioral supports.

Level One Primary Interventions

• Universal Interventions applied to everyone to the same degree, used to keep problems from emerging– School wide discipline plan– School wide social skills instruction– School wide teaching on conflict resolution, violence

prevention, bully prevention, etc– High and consistent behavior expectations– Researched-based methods for behavior training– Teacher and parent consultation

Level 1:How Well Are We Doing?

• Is our Building Level Behavior Plan working?

• What data define the effectiveness of school-wide discipline plans?

• What is the relationship between targeted student performance and school-wide or classroom-level data?

Building LevelBehavior Referral Analysis

• Building Demographics– Gender

• Male 50%• Female 50%

– Race• White 62%• Hispanic 24%• African Am. 12%• Other 2%

– SES• Low SES 38%

Behavior Referral Analysis

0

10

20

30

40

50

60

70

MaleFemale White

HispanicAfrican Am

OtherLow SES

Percent of Referrals

Building

Referral

Example from FloridaDr. George Batsche

Number of Office Referrals

0

10

20

30

40

50

60

AugustSeptember

OctoberNovemberDecember

JanuaryFebruaryMarch April May

2005-2006

2006-2007

Teacher/Parent Level 1 Plan

_______________________________________________________________________

Student:___Molly_ Student #:___#####_____ Date of Birth:__01/01/2000____

School:__GIPS__ Teacher/Grade:____Mrs. Smith-1st Grade___________

Parent:__Mom and Dad__ Date of Initial Conference:__11/6/06

Student is currently on an IEP with goals in the area(s) of ____No IEP_______________

Define the specific problem(reason for conference with parent):Molly is a 1st grade student in a class of 17. She has problems following directions,talking out of turn, and distracting others with her off-task behaviors.

This student currently…. Is at task 62% of the time

A typical peer is currently… is at task 87% of the time

Reasons why this problem may be occurring with data attached (problem analysis):Molly appears to be seeking attention from both the teacher as well as her peers.

Develop a plan (recommendations/strategies):Mrs. Smith will conduct a classroom wide behavior management strategy. She createdcharts for each student, consisting of 20 blank spaces. The students decorated their owncharts in order to increase “buy-in”. Mrs. Smith will provide intermittent reinforcementfor all students by giving them a star to put in one of the 20 blank spaces. She will dothis 10 times per day. Stars will be awarded for following directions, raising hand beforetalking, and working on the assigned task. She will assure that Molly receives specificverbal praise for the above also. When the charts are filled with stars then the studentwill earn 15 minutes of computer time.

How will student progress monitoring data be gathered?The teacher will keep track of the number of stars Molly receives each day out of 10possible.

Next Meeting date to discuss results of the plan___11/27/06__________________ (Not to exceed 2 weeks)

Molly Behavior Chart

Mayra Behavior Chart

0

20

40

60

80

100

120

11-13-0611-15-0611-17-0612-19-0612-21-061-8-071-10-072-28-073-27-074-26-075-15-07

Date

Percent

% Smiles

Linear (%Smiles)

Change Class Strategy

Level TwoSecondary Interventions

• Interventions applied to students identified with marked behavior difficulties and whose response to Level 1 intervention places them at risk for greater problems

• May include 5% - 10% of students• Small group instruction differentiated by skill• Generally includes the initiation of a Functional

Behavior Assessment

Level 2:How Well Are We Doing?

• What are the top 5 Behavior Referrals in your classroom, building, or district?

– These are the areas that school psychologists or behavior consultants need to address with small group skills training.

Individual Student Examples

• Current Level of Performance = 35%

• Benchmark = 75%

• Peer Performance = 40%

• GAP Analysis = 40/35 = 1.1

• NO significant GAP

• Use Level 1 Intervention

• Current Level of Performance = 35%

• Benchmark = 75%

• Peer Performance = 80%

• GAP Analysis = 80/35 = 2.28

• Significant GAP

• Use Level 2 Intervention

Referral TypeDetermining Level 2 Needs

2006-2006 Office Referrals

0

20

40

60

80

100

120

140

160

180

Not Follow Instructions

Not Pay Attn.AggressionTalking Out

Not Complete Work

Other

Type of Referral

Number of Referrals

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

TOTAL

Response to InterventionStudent Tracking Form-Level 2

Student: Annie_______ School:___GIPS___________

Teacher:___Mrs. Smith______ Date student brought to RTI Team:____11/6/06_____

Meeting 1: Date: ___11/27/06_________

Annie continues to have problems following directions, attending to the task, and talkingout of turn. Home and school have been communicating regularly via a home-schoolnotebook. School psychologist completed an observation. Annie is on-taskapproximately 60% of the time, compared to the class average of 85%.

New Information: School Psychologist is working on an individualized behaviormanagement plan for Annie.

Next Meeting Date and Time: ____11/16/06__________________________

Meeting 2: Date: _____12-11-06_________

Dicussion: A behavior plan is to be implemented today. Will hold off on making anychanges.

Next Meeting Date and Time:______1-08-07______________________________

Meeting 3: Date______1-08-07__________

Dicussion: The positive behavior support plan was implemented with significant success.Annie’s on-task behaviors have increased to approximately 85%, which is in line with theclass average. The behavior plan is to be discontinued as Annie’s behaviors arecontinually monitored.

New Relevant Data:

Next Meeting Date and Time:_______2-15-07________________________________

Annie Behavior SheetAnnie Daily PointSheet

Activity

Raises Hand(No call outs)

QuickTime™ and aGraphics decompressor

are needed to see this picture.

A tt end to T ask

( No p l ay i ng w it h

Ob j ec ts )

QuickTime™ and aGraphics decompressor

are needed to see this picture.

F o ll ow D ir ec ti ons

( S a y OK and do it

ri ght away )

O. K.

8:00 – 9:00

9:00 – 10:00

10:00 – 11:00

Annie Level 2 Intervention

0

20

40

60

80

100

120

11-21-0611-22-0611-23-0612-1-0612-6-0612-11-071-9-071-17-071-25-071-29-072-6-072-14-072-22-072-26-073-15-073-27-074-3-07

Date

Percent of Time

At-Task

Out Seat

Touch

Vocalize

Play

Look

Noise

Aggression

Linear (At-Task)

Baseline PBSP

Behavior Intervention Chart

Return to Level 1

Annie Prosocial BehaviorsAnnie Behavior Graph

0

20

40

60

80

100

120

12-1-0612-5-0612-11-0612-18-0612-20-061-9-071-25-072-1-072-14-062-26-073-27-07

Date

Percent of Smiles Earned

Raises Hand

Attend to Task

Follow Directions

Linear (Attend toTask)

Baseline

PBSP Return to Level 1

Bobby Level 2 InterventionBobby Behavior Graph

0

10

20

30

40

50

60

11-21-0611-27-0612-1-0612-4-06

12-11-071-9-07

1-17-071-24-071-29-072-6-07

2-11-07

Date

Percent of Time

On Task

Out Seat

Talking

Playing

Looking

Linear (OnTask)

Baseline

PBSP

Bobby Prosocial BehaviorsBobby Behavior Graph

0

20

40

60

80

100

120

12-1-0612-5-0612-11-0712-18-0712-20-061-9-071-25-072-1-072-11-07

Date

Percent of Smiles Earned

Raise HandAttendFollow DirectionsLinear (Attend)

Baseline

PBSP DiscontinuePlan

Functional Behavior Assessments

Are Certainly NOT “Optional”– The Standard of our Profession– National Institute of Health– State Laws and Regulations– IDEA– President’s Commission on Excellence in

Education

Purpose of the FBA

• To determine empirically the relationship between the variables controlling the behavior and subsequently to modify these behaviors.

• Definition: An on-going method for identifying the variables that reliably predict and maintain problem behavior.

• Can be addressed by any team member, although is usually the school psychologist.

QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

Airplane Video

O’Neill’s Book

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Primary outcomes of the FBA

• Clear description of the problem behavior as well as replacement behavior

• Identification of stimuli that predict when the problem behaviors will and will not occur

• Identification of consequences that maintain the problem behaviors

• Development of hypotheses regarding the function of the behavior.

• Collection of data to test the hypothesis

Examples

• Carla is unable to remain in her seat because the peers reinforce her for getting out of her seat more than the teacher reinforcers her for staying in it.

• WHEN Carla is out of her seat THEN she is reinforced by peers at a higher ratio than by the teacher when she is seated.

• Carla is reinforced frequently by peers for out of seat behavior. Her teacher provides more negative feedback for out of seat behavior than positive feedback for in seat behavior.

• Intervention????

Behavioral Interventions

• Evidenced Based Interventions fall under four broad theoretical categories:– Applied Behavior Analysis– Social Learning Theory– Cognitive Behavior Therapy– Neobehavioristic S-R Theory

Applied Behavior Analysis

• Skinner’s Operant Conditioning• Examines functional relationship between

antecedents, behaviors, and consequences• Goal is to determine the function that the problem

behavior serves in a specific situation so that more socially appropriate replacements behaviors that serve the same function can be found and utilized.

• Most school-based interventions utilize ABA techniques

Other Evidence Based Theories

• Social Learning Theory– Bandura– Vicarious learning, reciprical determinism

• Cognitive Behaivoral Theory– Goal to change maladaptive cognitions– Common in treatment of affective disorders

• Neobehavioristic S-R Theory– Based on classical conditioning– Common in treatment of anxiety disorders

School Based Interventions

• The bad news:– Are not chosen for empirical support or functional

assessments– Are often chosen due to:

• Personal Preference “I like that one”• Popularity “Everyone else does this”• Ease of Implementation “This one is easier”

WE WILL EACH BE RESPONSIBLE FOR CHANGING THIS!!!

Level 3: Tertiary Interventions

• Interventions applied to students who have chronic behavior problems.

• Students “select” themselves by not responding to interventions at Level 1 and Level 2.

• Interventions are more labor intensive, complex, intrusive, and possibly costly.

• GAP continues to widen or with no change in difference.• Use of individualized problem-solving, “diagnostic”

procedures, and intensive interventions.• Commitment to find interventions that “work” prior to

making a decision regarding entitlement.

Level 3: How Well Are We Doing?

• One school psychologist was added to the 14 elementary school teams in order to increase assistance at Level 2

• Referrals to the Behavior Team decreased from 23 in 2005-2006 to 17 in 2006-2007 (27% decrease)

• Alternative placements dropped from 27 in 2005-2006 to 24 in 2006-2007 (12% decrease)

Level 3 Behavior Referrals

• Based upon your experience, what types of behaviors are the most frequently referred for Level 3 interventions?– Verbal aggression?– Physical aggression?– Impulsivity?– Attention problems?– Work completion problems?– Anxiety/Depression issues?– ???????

Intervention Support

• Intervention plans should be developed based on student need and staff skills

• All intervention plans should have intervention support

• Principals should ensure that intervention plans have intervention support

• Teachers should not be expected to implement plans for which there is no support

Steps to Ensure Support

• Pre-Meeting– Review data– Review intervention

steps– Determine logistics

• First 2 Weeks– 2-3 meetings per week– Review data– Review intervention– Revise as necessary

• Following Weeks– Meet at least weekly

– Review data

– Review intervention

– Discuss revisions

• Approaching Benchmark– Review data

– Schedule for intervention fading

– Review data

Johnny: Level 3 Student

• Problem Behavior: Johnny is a first grade student who is exhibiting problem behaviors. He is very impulsive and acts without thinking. He will get into others personal space(touching), he doesn’t stay on task(plays with materials at desk), he gets out of his seat several times during a lesson(20 minute lesson -out of seat 6 times), he will talk out trying to get the teacher’s attention while she is teaching(20 minutes lesson-5 talk outs).

• Level: Interventions *Johnny’s parents worked with him at home for 10 minutes at a time on

reading poems. *Johnny’s parents tallied number of redirections needed to keep him

seated and on topic.• Level 2: Interventions *Classroom teacher implemented daily notes to go between home and

school. *Staff avoided verbal confrontation with Johnny until he was calm. *Self Directed Time-Outs

PROBLEM IDENTIFICATION

Concern #1,2,3, or 4:_____Behavior______________________2/15/07_________ (Circle one) (Major Goal Area)

This student currently… Is still off task a great deal and gets frustrated easily when hedoesn’t do his work like he thinks he should.

A typical peer currently…

We think this problem is occurring because… Johnny lacks the appropriate structureduring Guided Reading. It is difficult for Johnny to stay focused for long periods of time.

Given what you assume through your hypotheses, does the team need further data oractions in order to design interventions?

No Yes If so, lit below and record who is responsible

1.Continued consultation with the Bx Consultant Person_ Mrs. Stoeger/RtI Team______2_________________________________ Person__________________________3.___________________________________ Person__________________________

For each hypothesis brainstorm interventions and ran those that are workable andmanageable. Record the top ranked interventions on the spaces below. Decide who isresponsible, when it will happen, and supports necessary to make it work.

Possible Interventions1. Structured Guided Reading Tasks_

2. Implement Smiley Face Sheet_____

3. Implement Bx Support Para-6 weeks.Start March 12.

Who/When/Supports__Mrs. Stoeger______________________

_ Mrs. Stoeger_______________________

_Mrs. Schank______________________

Present Level of Performance

Hypothesis

Actions Needed Prior to Intervention(s)

X

Selection of Intervention(s)

Johnny’s Guided Reading Tasks

Tasks to Complete

Find 3 friendly readers

Do Center 1

Do Center 2

Johnny’s Choices

1. Play “Math Smart” Center with a friend

2. Draw

3. Pick a book or your choice to read

Johnny Behavior Sheet

Johnny’s Behavior Report SheetDate ______________

Activity Keep BodyParts to Myself

FocusedAttention

Stay in my Area

Calendar

Stations

G. ReadingGroup

Expected Outcomes

• Out expectations for the structuring the Guided Reading Tasks were to lessen or eliminate teacher disruptions.

• To start, we wanted Johnny to earn 21 smiley’s out of 33 a day. He needed to earn 7 smiley’s per behavior.

EVALUATION DECISIONDate of Review 3/29/07

Concern # 1,2,3, or 4: ___Behavior_______________________________ (Circle one) (Major Goal Area)

Was the intervention plan implemented as written? Yes No Parents are very involved and supportive

Is there any new information that has impacted progress (positively or negatively)?Johnny has done a nice job with behaviors with paraprofessional support.

What does the graphed data suggest? Behavioral paraprofessional support is helping.Johnny needs a break during the AM and PM to get movement.

Is the student making adequate progress? Yes No

If progress is adequate:

Continue as is Modify interventions Modify monitoring

If progress is not adequate:

Hypothesis revision Intervention revision

We now think negative behaviors are occurring because Johnny cannot self-regulate hisemotions and can be very inflexible with his thinking.

Possible Interventions Who/When/Supports1. Continue Smiley face sheet Mrs. Schank, Mrs. Stoeger, Johnny2. Bx para will work on Boys Town Skillswith Johnny-conflict resolution, angercontrol, expressing feelings, acceptingconsequences, accepting “No” for ananswer, following instructions. A copy ofthe skills will go home to parents as well.

Mrs. Schank, Johnny

3. Take 5-7 minute walks in the AM/PM Mrs. Schank, Johnny

Concern Follow-Up

Hypothesis Revision

Intervention Revision

X

X

X

X

Conflict Resolution

1. Approach the situation calmly and rationally.

2. Listen to others involved.

3. Express your opinions.

4. Acknowledge other points of view.

5. Express willingness to negotiate and compromise.

6. Help arrive at a mutually beneficial resolution.

Anger Control

1. Listen to what is being said to you.

2. Monitor your body and your breathing.

3. Tell yourself to breathe slowly and deeply.

4. Relax your tense body areas.

5. You may need to ask for a few minutes alone.

6. While alone, continue to relax.

Expressing Feelings1. Remain calm and relaxed.2. Look at the person.3. Describe your current feelings.4. Avoid statements of blame and profanity.5. Take responsibili ty for feelings you are having.6. Thank the person for listening.

Accepting Criticism or a Consequence1. Look at the person.2. Say “Okay”3. Don’ t argue.

Accepting “No” for an Answer1. Look at the person.2. Say “Okay.”3. Stay calm.4. If you disagree, ask later.

Following Instructions1. Look at the person.2. Say “Okay.”3. Do what you’ve been asked right away.4. Check back.

Expected Outcomes

• The behavioral support para worked with Johnny daily on the Boys Town Skills.

• We expected Johnny to start using the coping skills he was learning when he became frustrated.

Ongoing Evaluation

• Johnny’s team met every 4 weeks to discuss progress and concerns.

• Before the end of school we had Johnny start graphing the results of his smiley face chart and keep track if he made his daily goal.

• For the summer we had Johnny’s parents continue his smiley face chart(as appropriate for the summer).

Johnny Level 3 Intervention: Stay in My Area

Stay in My Area

0

1

2

3

4

5

6

7

8

9

10

11

2-19-072-23-073-1-073-14-073-21-073-27-074-2-074-11-074-17-074-23-074-27-075-3-075-9-075-15-075-21-07

Date

# of Smiley's

Stay in My AreaLinear (Stay in My Area)

Baseline Intervention

Johnny Level 3 Intervention: Focused Attention

Focused Attention

0

1

2

3

4

5

6

7

8

9

10

11

2-19-072-23-073-1-073-14-073-21-073-27-074-2-074-11-074-17-074-23-074-27-075-3-075-9-075-15-075-21-07

Date

# of Smiley's

Focused AttentionLinear (Focused Attention)

Baseline Intervention

Johnny Level 3 Intervention: Keep Body Parts to Myself

Keep Body Parts to Myself

0

1

2

3

4

5

6

7

8

9

10

11

2-19-072-23-073-1-073-14-073-21-073-27-074-2-074-11-074-17-074-23-074-27-075-3-075-9-075-15-075-21-07

Date

# of Smiley's

Keep Body Part to Myself

Linear (Keep Body Part toMyself)

Baseline Intervention

c

What have we learned?

• “In God We Trust, All Others Must Have Data”

• Interventions demand integrity• Consistent monitoring• Training is crucial• Adhere to RTI guidelines• Communicate with team

Questions?

Every Student, Every Day, a Success

Presentation Available at

www.gips.org

Go to: Buildings and Programs, then District Programs, then CNSSP

Download: Using The RTI Process To Develop Individualized Positive Behavior Support Plans