1. Response to Intervention www.interventioncentral.org Response to Intervention: Managing Behavior for Academic Success: A Skill-Building Lab Jim Wright www.interventioncentral.org

2. Response to Intervention www.interventioncentral.org Workshop Agenda 1.RTI & Behavior: Introduction 2.Managing the Classroom to Develop Positive Student Behaviors 3.Intervention Ideas for Motivation 4.Using Rewards Effectively in the Classroom 5.Intervention Ideas for Individual Challenging Behaviors 6.Internet Resources to Help Teachers With Classroom Management

3. Response to Intervention www.interventioncentral.org 3 RTI: Listening to the ‘Teacher’s Voice’…

4. Response to Intervention www.interventioncentral.org 4 Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007) 1.A “continuum of evidence-based services available to all students" that range from universal to highly individualized & intensive 2.“Decision points to determine if students are performing significantly below the level of their peers in academic and social behavior domains" 3.“Ongoing monitoring of student progress" 4.“Employment of more intensive or different interventions when students do not improve in response" to lesser interventions 5.“Evaluation for special education services if students do not respond to intervention instruction" Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.

5. Response to Intervention www.interventioncentral.org 5 RTI ‘Pyramid of Interventions’ Tier 1 Tier 2 Tier 3 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. Tier 2: Individualized interventions. Subset of students receive interventions targeting specific needs. An RTI Team may assist with the plan. Tier 3: Intensive interventions. Students who are ‘non- responders’ to Tiers I & II may be eligible for special education services, intensive interventions.

6. Response to Intervention www.interventioncentral.org What is the Connection Between RTI & the Functional Behavior Assessment (FBA)?

7. Response to Intervention www.interventioncentral.org 7 Essential Elements of the Functional Behavioral Assessment (FBA) “Functional assessment is a collection of methods for obtaining information about antecedents…, behaviors…, and consequences… The purpose is to identify the reason for the behavior and to use that information to develop strategies that will support positive student performance while reducing the behaviors that interfere with the child’s successful functioning.” Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

8. Response to Intervention www.interventioncentral.org 8 “From this definition, several things are clear. First, functional assessment is not a single test or observation. It is a collection of methods involving a variety of assessment techniques, including observations, interviews, and review of records, that are conducted to acquire an understanding of a child’s behavior. Second, the definition clarifies exactly what is assessed—that is, the child’s behavior as well as what happens just before the behavior occurs and what happens as a result of the behavior. Third, the definition states clearly the goal of functional assessment, which is to identify strategies and interventions to help the child.” Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4. Essential Elements of the Functional Behavioral Assessment (FBA) (Cont.)

9. Response to Intervention www.interventioncentral.org 9 Behavioral Disabilities [BD] and RTI (Gresham, 1992) “Resistance to intervention may be defined as the lack of change in target behaviors as a function of intervention. Given that the goal of all interventions is to produce a discrepancy between baseline and post-intervention levels of performance, the failure to produce such a discrepancy can be taken as partial evidence for a BD classification. ” Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, p. 25.

10. Response to Intervention www.interventioncentral.org 10 Factors Influencing the Decision to Classify as BD (Gresham, 1992) Four factors strongly influence the likelihood that a student will be classified as Behaviorally Disordered: Severity: Frequency and intensity of the problem behavior(s). Chronicity: Length of time that the problem behavior(s) have been displayed. Generalization: Degree to which the student displays the problem behavior(s) across settings or situations. Tolerance: Degree to which the student’s problem behavior(s) are accepted in that student’s current social setting. Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37.

11. Response to Intervention www.interventioncentral.org 11 The Purpose of RTI: What Students Should It Serve? Early Identification. As students begin to show need for academic support, the RTI model proactively supports them with early interventions to close the skill or performance gap with peers. Chronically At-Risk. Students whose school performance is marginal across school years but who do not qualify for special education services are identified by the RTI Team and provided with ongoing intervention support. Special Education. Students who fail to respond to scientifically valid general-education interventions implemented with integrity are classified as ‘non-responders’ and found eligible for special education.

12. Response to Intervention www.interventioncentral.org ‘Big Ideas’ in Student Behavior Management

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16. Response to Intervention www.interventioncentral.org 16 Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Causes (Kratochwill, Elliott, & Carrington Rotto, 1990) Behavior is not random but follows purposeful patterns. Students who present with the same apparent ‘surface’ behaviors may have very different ‘drivers’ (underlying reasons) that explain why those behaviors occur. A student’s problem behaviors must be carefully identified and analyzed to determine the drivers that support them. Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists..

17. Response to Intervention www.interventioncentral.org 17 Common ‘Root Causes’ or ‘Drivers’ for Behaviors Include… Power/Control Protection/Escape/Avoidance Attention Acceptance/Affiliation Expression of Self Gratification Justice/Revenge Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West..pp. 3-4.

18. Response to Intervention www.interventioncentral.org 18 Big Ideas: Be Proactive in Behavior Management (Martens & Meller, 1990) Teachers who intervene before a student misbehaves or when the misbehavior has not yet escalated have a greater likelihood of keeping the student on task and engaged in learning. Source: Martens, B.K., & Meller, P.J. (1990). The application of behavioral principles to educational settings. In T.B. Gutkin & C.R.Reynolds (Eds.), The handbook of school psychology (2nd ed.) (pp. 612-634). New York: John Wiley & Sons. ABC Timeline A CB

19. Response to Intervention www.interventioncentral.org 19 Individuals are always performing SOME type of behavior: watching the instructor, sleeping, talking to a neighbor, completing a worksheet (‘ behavior stream’ ). When students are fully engaged in academic behaviors, they are less likely to get off-task and display problem behaviors. Academic tasks that are clearly understood, elicit student interest, provide a high rate of student success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’. Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer, 1970) Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts.

20. Response to Intervention www.interventioncentral.org 20 Student academic problems cause many school behavior problems. “Whether [a student’s] problem is a behavior problem or an academic one, we recommend starting with a functional academic assessment, since often behavior problems occur when students cannot or will not do required academic work.” Big Ideas: Academic Delays Can Be a Potent Cause of Behavior Problems (Witt, Daly, & Noell, 2000) Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13