Literacy Links to Behavior C. Lee Goss, Psy.D., NCSP

Guiding Principle of RTI ALL students are part of ONE proactive educational system Belief that ALL students can learn Use ALL available resources to teach ALL students Proactive approach uses data early to determine student needs and intervene. Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge. 2 © C. Lee Goss, 2010

3 Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994 Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior

Positive Behavioral Interventions and Supports (PBIS) 3-Tier RTI Model of Behavioral, Social, & Emotional Supports Positive Behavioral Interventions and Supports has been particularly effective in helping students with emotional and behavioral challenges stay on track and experience success (Sugai et al., 1999). PBIS Website: Data Management System for RTI: Behavior School-Wide Information System (SWIS) 4 © C. Lee Goss, 2010

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW 5 © C. Lee Goss, 2010

Essential Components of RTI A. High quality, scientific, research-based instruction and behavioral support in general education B. Multiple tiers that increase intensity and/or frequency of scientific research-based interventions based on individual student needs C. Continuous progress monitoring w/ research- based measures sensitive to short-term student progress Curriculum Based Measurement (CBM) Behavior Data (e.g. ODR/SWIS/CICO) 6 © C. Lee Goss, 2010

Tier 1: Grade Level Teams Tier 2: Problem Solving Teams Tier 3: IEP Teams DATADATA DATADATA DATADATA DATADATA SPECIALEDUCATIONSPECIALEDUCATION 15% 80% 5% Meet weekly to review student data Meet weekly to review data from GLT’s Continuum of Academic Interventions Continuum of Behavior Interventions (Brown-Chidsey, 2010) 7 © C. Lee Goss, 2010

Why We Need a 2-Sided Triangle Both literacy and behavior are critical for school success RTI provides a 3-Tier prevention model for both academics and behavior Share essential component of data-based decisions to inform instruction/intervention 8 © C. Lee Goss, 2010

Why We Need a 2-Sided Triangle, Cont’d Literacy skill development is highly correlated with behavior Both incorporate a team approach at school, grade, and individual levels. Models of integrated and reading support produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand-Martella, 2007) 9 © C. Lee Goss, 2010

Emphasis: Tier 1 Fidelity Emphasis is on establishing Universal Behavior and Academic Support w/ Fidelity 80-90% Response Reduces number of students Requiring more intensive intervention support Reduces the intensity of many of the at-risk behaviors Greater allocation of resources for those in greater need More time for professional collaboration to implement early intervention and effective problem solving Proactive vs Reactive © C. Lee Goss,

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Early Intervention Proactive Early Intervention Requires: Tier 1: Evidence-Based Instruction Proven to Work for Most Students (80-90%) Literacy: Research-Based Reading Curricula Behavior: PBIS Early Detection of Risk and Data-Based Decisions Universal Screening w/ Curriculum Based Measurement (CBM) Designed to Measure Fluency or Automaticity of Literacy Skills Behavior Data to Inform Risk & Guide Intervention (e.g. ODR/SWIS/CICO) © C. Lee Goss,

Criterion-referenced data displayNorm-referenced data display Universal Screening Example: AIMSweb 13 © C. Lee Goss, 2010

Target Score = 54 9/26, or 35% of Students Meeting Target Score 14 © C. Lee Goss, 2010

Target Score = 54 21/26, or 81% of Students Meeting Target Score 15 © C. Lee Goss, 2010

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Early Literacy Longitudinal Research Links to Behavior Differences in mean ODRs per year for students scoring above (n =152) and below (n = 68) the DIBELS PSF benchmark, as assessed in spring of Kindergarten (McIntosh, Horner, Chard, Boland, & Good, 2006) 17 © C. Lee Goss, 2010

Research Links: Students who receive an ODR in Kindergarten were at heightened risk of receiving multiple ODRs in 5 th grade Students who begin school w/ reading skill deficits are at a greater risk for developing future problem behavior Research indicates great promise for preventing future problems in both reading and behavior with prevention and early intervention methods in each area, which may lead to prevention of problems in both areas (McIntosh, Horner, Chard, Boland, & Good, 2006) 18 © C. Lee Goss, 2010

Research Links, Cont’d Signs of antisocial behavior emerge as early as school entry in kindergarten (Hamre & Pianta, 2001; Walker et al., 1998) Both academic and behavioral interventions increasingly lose effectiveness after 3 rd grade (Juel, 1998; Kazdin, 1987; Walker & Severson, 1992) Highlights the importance of early intervention to avert more severe challenge (Good, Simmons, & Kame’enui, 2001; Sugai & Horner, 2002) 19 © C. Lee Goss, 2010

Dual Pathways to Internalizing and Externalizing Problem Behaviors Two possible pathways to severe problems behavior: Social Behavior Deficit Pathway May develop adverse academic achievement Academic Skill Deficit Pathway May develop externalizing or internalizing behavior problems (Kellam et al., 1998; Reid & Patterson, 1991; Morrison, Furlong & Morrison, 1997; Sheridan, Hungelmann & Maughan, 1999) 20 © C. Lee Goss, 2010

Behavior Research, Cont’d An integrated approach with teams providing both academic and behavior support through the same systems may lead to better academic and behavioral outcomes for more students (McIntosh et al., 2006; O’Shaughnessy et al., 2003) SWPBS has been identified as an efficient and effective system to promote pro-social behavior and decrease violent behavior in schools (McIntosh, Horner, Chard, Boland & Good, 2006) 21 © C. Lee Goss, 2010

Drop Out Prevention Research Strong Correlation between literacy and behavior Identify both academic and behavior skill needs Intervene as early as possible and as intensively as needed to show progress for both academic and behavior needs 22 © C. Lee Goss, 2010

(Horner & Goodman, 2010) 23 © C. Lee Goss, 2010

(Horner & Goodman, 2010) 24 © C. Lee Goss, 2010

Relationship Between Behavior and Reading Cycle of academic and behavioral failure increases the likelihood of an aggressive response (McIntosh, 2008) Children of the Code: A Social Education Project 25 © C. Lee Goss, 2010

What is/are the instructional need(s)? 26 © C. Lee Goss, 2010

Case Example: Andrea Andrea: 1 st Grade Shy & Quiet At-Risk Fall Universal Screening DIBELS (PSF & NWF) Tier 1 + Tier 2 Intervention Weekly Progress Monitoring (PSF & NWF) ORF after 8 weeks intervention (Mid-Nov): 50 cwpm Exceeded Jan Benchmark ORF Goal = 20 cwpm © C. Lee Goss,

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© C. Lee Goss, Case Example: Jason Jason: 1 st Grade Very Active/Precocious At-Risk Fall Universal Screening DIBELS (PSF & NWF) Tier 1 + Tier 2 Intervention Weekly Progress Monitoring (PSF & NWF) Recommendation: Return to Tier 1: Research-Based Literacy Instruction w/ Universal Benchmark Screening ORF after 8 weeks intervention (Mid-Nov): 65 cwpm Exceeded Jan Benchmark ORF Goal = 20 cwpm

Eddie Fictional Case Example: Eddie (Horner & Goodman, 2010) RTI Process: Example of Academic and Behavior Data- Based Decisions to design effective intervention © C. Lee Goss,

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Review of research syntheses found five common components of a research-based academic intervention: Correctly targeted Explicit instruction Appropriate challenge Opportunities to respond Immediate feedback With positive reinforcement Burns, VanDerHeyden, & Boice (2009). 51 © C. Lee Goss, 2010

Effective Instruction Effective Instruction IS academic AND behavior intervention Tier II: Strategically target academic support in identified skill deficits Emphasis: Improve Opportunities for Responding: More Practice w/ Immediate Feedback Utilize Evidence-Based Supplemental Interventions 52 © C. Lee Goss, 2010

Effective interventions are matched to the student’s current instructional skill level 53 © C. Lee Goss, 2010

Phonemic Awareness Phonics Fluency Vocabulary Comprehension Berninger et al., © C. Lee Goss, 2010

Assess Fluency Fluent? Focus on Comprehension Assess Phonetic Skills Adequate? Assess Phonemic Awareness Adequate? Fluency Intervention Accuracy or Proficiency Phonemic Awareness Intervention Phonics Intervention Accuracy or Proficiency START HERE YES NO YES NO 55 © C. Lee Goss, 2010

Students Need an Appropriate Level of Challenge If instruction is too easy, students won’t learn If instruction is too hard, students will give up Instruction needs to be just right level of challenge Goldilocks Rule: Instructional Match 56 © C. Lee Goss, 2010

Feedback Feedback is the information regarding the accuracy and correctness of a student response. Should match the skill level and stage of learning. The earlier the student is in skill development (i.e., acquisition phase), the more immediate and explicit the feedback should be. 57 © C. Lee Goss, 2010

Summary: Why Review Both Academic & Behavior Data?  Early Literacy Links to Behavior  Skill Development (PSF) in K can Predict ODRs in later grades (McIntosh et al., 2006)  Behavior Problems: Dual Pathway  Academic and/or Social/Emotional Pathways  Drop Out Prevention Research  Fluency of academic skills is highly correlated with future academic achievement and the development of internalizing and externalizing behaviors  Skill and/or Performance Deficit? 58 © C. Lee Goss, 2010

Website Resources PBIS Website: School-Wide Information System (SWIS) Intervention Central Florida Center for Reading Research Free Reading Peer Assisted Learning Strategies (PALS) What Works Clearinghouse 59 © C. Lee Goss, 2010

SWIS Individual Student Data: Joe Dancer © C. Lee Goss,

SWIS:Referrals by Location © C. Lee Goss,

SWIS: Referrals By Problem Behavior © C. Lee Goss,

SWIS: Referrals By Motivation © C. Lee Goss,

SWIS: Referrals By Time © C. Lee Goss,

SWIS: CICO Check In Check Out © C. Lee Goss,

SWIS CICO: Check In & Check Out © C. Lee Goss,