Response to Intervention Tools for Measuring Aspects of Student Behavior Jim Wright

Response to Intervention 2 Student Behavioral Assessment: Varied Sources, Multiple Settings (Gresham, 1983) Student behavioral data used for progress-monitoring should come from different sources and across multiple settings to: Track all areas of concern (e.g., academic behaviors; social behaviors; attendance). Control for potential bias from any one source. Collect data of maximal relevance to the student’s educational program. Increase the probability of correctly identifying the underlying ‘driver(s)’ of the student’s problem behavior(s). Reduce the workload on any one person, as multiple staff members can help to collect strands of data. Source: Gresham, F. M. (1983). Multitrait-multimethod approach to multifactored assessment: Theoretical rationale and practical application. School Psychology Review, 12,

Response to Intervention RTI: Selected Tools for Collecting Student Baseline & Monitoring Data

Response to Intervention Student Interview/Survey

Response to Intervention 5 Student Interview Learning Survey pp. 4-5

Response to Intervention Instructional Setting Rating Sheet

Response to Intervention 7 Instructional Setting Rating Sheet p. 14

Response to Intervention Teacher Referral Form: Secondary Level

Response to Intervention 9 Teacher Referral Form: Secondary Level p. 3

Response to Intervention Student On-Task Observation Form

Response to Intervention 11 Student On- Task Observation Form p. 12

Response to Intervention 12 Student On- Task Observation Summary Form p :15 10: % Math lesson; small grp 3-9 1:30 1: % Indep seatwork :05 9: % Reading grp :20 10: % Math lesson; small grp :05 9: % Reading grp :30 1: % Indep seatwork 3/4 3/9 3/15 3/18 3/19 3/23 Tom Smith Chris Pollman

Response to Intervention Teacher Behavior Log & Student Scatterplot

Response to Intervention 14 Teacher Behavior Log p. 15

Response to Intervention 15 Behavioral Scatterplot p. 16 X X X X X Reading Science Math Step 1: Plot Teacher Behavior Log Data onto Scatterplot. (In example, ‘X’ represents student refusal to comply with teacher request.) Step 2: Superimpose the student’s school schedule over the scatterplot. Look for significant patterns between location/activity and PRESENCE or ABSENCE of student behaviors.

Response to Intervention How Do We Know Whether Motivation is a Barrier to Learning?: Student Motivation Assessment

Response to Intervention 17 Schoolwork Motivation Assessment p. 6 Sources: Witt, J., & Beck, R. (1999). One minure academic functional assessment andinterventions: "Can't" do it…or "won't" do it? Longmont, CO: Sopris West. Witt, J. C., VanDerHeyden, A. M., Gilbertson, D. (2004). Troubleshooting behavioral interventions: A systematic process for finding and eliminating problems. School Psychology Review, 33,

Response to Intervention 18 Schoolwork Motivation Assessment p. 7

Response to Intervention 19 Schoolwork Motivation Assessment Step 1: Assemble an incentive menu Step 2: Create two versions of a timed worksheet Step 3: Administer the first timed worksheet to the student WITHOUT incentives. Step 4: Compute an improvement goal. 5: Have the student select an incentive for improved performance. Step 6: Administer the second timed worksheet to the student WITH incentives. Step 7: Interpret the results of the academic motivation assessment to select appropriate interventions.

Response to Intervention 20 Schoolwork Motivation Assessment Step 1: Assemble an Incentive menu Create a 4-5 item menu of modest incentives or rewards that students in the class are most likely to find motivating.

Response to Intervention 21 Schoolwork Motivation Assessment Step 2: Create two versions of a timed worksheet Make up two versions of custom student worksheets. The worksheets should be at the same level of difficulty, but each worksheet should have different items or content to avoid a practice effect. NOTE: If possible, the worksheets should contain standardized short-answer items (e.g., matching vocabulary words to their definitions) to allow you to calculate the student’s rate of work completion.

Response to Intervention 22 Schoolwork Motivation Assessment Step 3: Administer the first timed worksheet to the student WITHOUT incentives. In a quiet, non-distracting location, administer the first worksheet or CBM probe under timed, standardized conditions. Collect the probe or worksheet and score.

Response to Intervention 23 Schoolwork Motivation Assessment Step 4: Compute an improvement goal. After you have scored the first CBM probe or worksheet, compute a ’20 percent improvement goal’. Multiply the student’s score on the worksheet by 1.2. This product represents the student’s minimum goal for improvement. Example: A student who completed 20 correct items on a timed worksheet will have an improvement goal of 24 (20 x 1.2 = 24).

Response to Intervention 24 Schoolwork Motivation Assessment Step 5: Have the student select an incentive for improved performance. Tell the student that if he or she can attain a score on the second worksheet that meets or exceeds your goal for improvement (Step 3), the student can earn an incentive. Show the student the reward menu. Ask the student to select the incentive that he or she will earn if the student makes or exceeds the goal.

Response to Intervention 25 Schoolwork Motivation Assessment Step 6: Administer the second timed worksheet to the student WITH incentives. Give the student the second CBM probe. Collect and score. If the student meets or exceeds the pre- set improvement goal, award the student the incentive.

Response to Intervention 26 Schoolwork Motivation Assessment Step 7: Interpret the results of the academic motivation assessment to select appropriate interventions. ACADEMIC INTERVENTIONS ONLY. If the student fails to meet or exceed the improvement goal, an academic intervention should be selected to teach the appropriate skills or to provide the student with drill and practice opportunities to build fluency in the targeted academic area(s).

Response to Intervention 27 Schoolwork Motivation Assessment Step 7(Cont): Interpret the results of the academic motivation assessment to select appropriate interventions. COMBINED ACADEMIC AND PERFORMANCE INTERVENTIONS. If the student meets or exceeds the improvement goal but continues to function significantly below the level of classmates, an intervention should be tailored that includes strategies to both improve academic performance and to increase the student’s work motivation.

Response to Intervention 28 Schoolwork Motivation Assessment Step 7(Cont): Interpret the results of the academic motivation assessment to select appropriate interventions. PERFORMANCE INTERVENTIONS ONLY. If the student meets or exceeds the improvement goal with an incentive and shows academic skills that fall within the range of ‘typical’ classmates, the intervention should target only student work performance or motivation.

Response to Intervention 29 ‘Motivation Assessment in Advanced Subject Areas’ Activity Brief behavior analysis of motivation (e.g., Schoolwork Motivation Assessment ) is most effective for basic skill areas. In your ‘elbow groups’: Discuss ways that RTI Teams could collect information about whether motivation is an ‘academic blocker’ on more advanced academic tasks (e.g., writing a term paper) or subject areas (e.g., trigonometry).

Response to Intervention Monitoring Student Academic Behaviors: Daily Behavior Report Cards

Response to Intervention 31 Daily Behavior Report Cards (DBRCs) Are… brief forms containing student behavior-rating items. The teacher typically rates the student daily (or even more frequently) on the DBRC. The results can be graphed to document student response to an intervention.

Response to Intervention 32 Daily Behavior Report Cards Can Monitor… Hyperactivity On-Task Behavior (Attention) Work Completion Organization Skills Compliance With Adult Requests Ability to Interact Appropriately With Peers

Response to Intervention Daily Behavior Report Card: Daily Version Jim BlalockMay 5 Mrs. WilliamsRm 108

Response to Intervention Daily Behavior Report Card: Weekly Version Jim Blalock Mrs. WilliamsRm

Response to Intervention Daily Behavior Report Card: Chart

Response to Intervention 36 Student Case Scenario: Jim Jim is a 10 th -grade student who is failing his math course and in danger of failing English and science courses. Jim has been identified with ADHD. His instructional team meets with the RTI Team and list the following academic and behavioral concerns for Jim. Does not bring work materials to class Fails to write down homework assignments Sometimes does not turn in homework, even when completed Can be non-compliant with teacher requests at times.

Response to Intervention

Response to Intervention Assessing Student Work Completion & Quality: ‘Permanent Work Products’

Response to Intervention 39 Permanent Products: Assessing Completion, Accuracy and Quality pp. 8-9

Response to Intervention 40 Permanent Products: Assessing Completion, Accuracy and Quality pp

Response to Intervention 41 Permanent Products Assessment: Steps

Response to Intervention 42 Permanent Products: Independent Seatwork Observation Form

Response to Intervention 43 Permanent Products Assessment: Steps

Response to Intervention 44 Permanent Products Assessment: Steps

Response to Intervention 45 Permanent Products Assessment: Steps

Response to Intervention 46 Permanent Products Evaluation: Decision Rules

Response to Intervention 47 Permanent Products Evaluation: Decision Rules

Response to Intervention 48 END

Response to Intervention 49 Extant (‘Archival’) Data

Response to Intervention 50 Extant (Existing) Data (Chafouleas et al., 2007) Definition: Information that is collected by schools as a matter of course. Extant data comes in two forms: –Performance summaries (e.g., class grades, teacher summary comments on report cards, state test scores). –Student work products (e.g., research papers, math homework, PowerPoint presentation). Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Response to Intervention 51 Advantages of Using Extant Data (Chafouleas et al., 2007) Information is already existing and easy to access. Students are less likely to show ‘reactive’ effects when data is collected, as the information collected is part of the normal routine of schools. Extant data is ‘relevant’ to school data consumers (such as classroom teachers, administrators, and members of problem-solving teams). Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Response to Intervention 52 Drawbacks of Using Extant Data (Chafouleas et al., 2007) Time is required to collate and summarize the data (e.g., summarizing a week’s worth of disciplinary office referrals). The data may be limited and not reveal the full dimension of the student’s presenting problem(s). There is no guarantee that school staff are consistent and accurate in how they collect the data (e.g., grading policies can vary across classrooms; instructors may have differing expectations regarding what types of assignments are given a formal grade; standards may fluctuate across teachers for filling out disciplinary referrals). Little research has been done on the ‘psychometric adequacy’ of extant data sources. Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Response to Intervention 53 Why Monitor Behaviors Through Academic Measures? Academic measures (e.g., grades, CBM data) can be useful as part of the progress-monitoring ‘portfolio’ of data collected on a student because: Students with problem behaviors often struggle academically, so tracking academics as a target is justified in its own right. Improved academic performance generally correlates with reduced behavioral problems. Individualized interventions for misbehaving students frequently contain academic components (as the behavior problems can emerge in response to chronic academic deficits). Academic progress-monitoring data helps the school to track the effectiveness of the academic interventions.

Response to Intervention Grades

Response to Intervention 55 Grades & Other Teacher Performance Summary Data (Chafouleas et al., 2007) Teacher test and quiz grades can be useful as a supplemental method for monitoring the impact of student behavioral interventions. Other data about student academic performance (e.g., homework completion, homework grades, etc.) can also be tracked and graphed to judge intervention effectiveness. Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Response to Intervention Wk4-Wk6-Wk8-Wk10-Wk12-Wk 9/23/0710/07/0710/21/0711/03/0711/20/0712/05/07 Marc Risley (From Chafouleas et al., 2007) Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.

Response to Intervention 57 END