1. Strand A: How Can We Make Intensive Intervention Happen? Considerations for Knowledge Development, Implementation, and Policy Session 2: Practical Solutions—Using Intensive Intervention to Improve Behavioral Outcomes for Struggling Students Gail Chan, Daniel Maggin, Rod Teeple, and Joseph Wehby This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred.

2.  Introduction and overview of intensive intervention  Technical assistance sites and lessons learned  National Center on Intensive Intervention (NCII) Behavior Resources to Support Implementation  Website  Frequently asked questions  Progress monitoring tools: Direct Behavior Rating (DBR)  Tier III interventions: Implementing Behavioral Strategies: Considerations and Sample Resources Session Overview 2

3. 3 What Is Intensive Intervention? Intensive intervention addresses severe and persistent learning or behavior difficulties. Intensive intervention should be  Driven by data  Characterized by increased intensity (e.g., smaller group and expanded time) and individualization of academic instruction and/or behavioral supports

4. 4 A bird’s-eye view of data-based individualization (DBI)

5. 5 Partnership and Collaboration

6. 6 NCII Technical Assistance Sites

7. Lessons Learned Strategies for Improving Technical Assistance and DBI Implementation 7

8.  Staff commitment  Student plans  Student meetings  Valid and reliable data  Inclusion of students with disabilities Essential Elements of DBI Implementation 8

9.  Module introducing schools to DBI and infrastructure needed for implementation  Handouts and activities to assess readiness and begin action planning http://www.intensiveintervention.org/resource/getting- ready-implement-intensive-intervention-infrastructure-data- based-individualization http://www.intensiveintervention.org/resource/getting- ready-implement-intensive-intervention-infrastructure-data- based-individualization Getting Ready to Implement Intensive Intervention: Infrastructure for DBI 9

10. NCII Behavior Resources to Support Implementation 10

11. 11 Find Out What NCII Has to Offer www.intensiveintervention.org

12. 12 Webinars View archived webinars and look for announcements about the next live webinar: http://www.intensiveintervention.org/resources/ webinars What is an Evidence-Based Behavior Intervention? Choosing and Implementing Behavior Interventions that Work — June 2014 (1:16:20) Monitoring Student Progress for Behavioral Interventions — April 2013 (1:10:53) Support Systems for Intense Behaviors: Conducting a School-wide Needs Assessment — February 2013 (52:28)  Providing Intensive Intervention using Data- Based Individualization in Behavior — January 2013 (54:49)

13. 13 Tools Charts Audio tour to the Behavioral Progress Monitoring Tools Charts: http://www.intensiveintervention.org/video-resource/audio-tour- behavioral-progress-monitoring-tools-charts http://www.intensiveintervention.org/video-resource/audio-tour- behavioral-progress-monitoring-tools-charts

14. 14 DBI Training Series  Eight training modules focused on components of DBI for academics and behavior  One module focused on readiness and action planning  Include the following: Slides and speaker notes Activities Coaching guides http://www.intensiveintervention.org/content/dbi-training-series

15. 1. What is a good progress monitoring tool for behavior? 2. Can you recommend some Tier 3 interventions? Two Frequently Asked Questions for Behavior 15

16. Behavior Progress Monitoring The Direct Behavior Rating Overview 16

17. 17 DBR Single-Item Scales (DBR-SIS) (Chafouleas, Riley-Tillman, & Christ, 2010) Permission for use granted by authors for educational purposes only. www.directbehaviorratings.org

18. 18 DBR Standard Behaviors School Success Academically Engaged Nondisruptive Respectful (Chafouleas, Riley- Tillman, Christ, & Sugai, 2009) Permission for using DBR form as part of this module granted by authors for educational purposes only. www.directbehaviorratings.org

19. 19 DBR-Disruptive Disruptive behavior  This behavior is a student action that interrupts regular school or classroom activity.  Examples include getting out of seat, fidgeting, playing with objects, acting aggressively, and talking or yelling about things that are unrelated to classroom instruction. (Chafouleas, Riley-Tillman, Christ, & Sugai, 2009)

20. 20 Disruptive Example Disruptive Place a mark along the line that best reflects the percentage of total time the student was disruptive during small-group science instruction today. Interpretation: The teacher estimated that the student displayed disruptive behavior during 30 percent of small-group science instruction today. Slide adapted from Chafouleas (2011) with permission.

21. 21 DBR-Respectful Respectful Respectful behavior is defined as compliant and polite behavior in response to adult directions and/or peer interactions.  Examples include following teacher directions, initiating prosocial interactions with peers, responding positively to adult requests, and exhibiting verbal or physical disruption without a negative tone or connotation.  Nonexamples include refusing to follow teacher directions, talking back, rolling one’s eyes, exhibiting inappropriate gestures, demonstrating inappropriate language and/or social interactions with adults or peers, and disrupting class time with a negative tone/connotation. (Chafouleas, Riley-Tillman, Christ, & Sugai, 2009)

22. 22 Respectful Example Respectful Place a mark along the line that best reflects the percentage of total time the student was respectful during whole-class language arts instruction today. Interpretation: The teacher estimated that the student displayed respectful behavior for 80 percent of whole-class language arts instruction today. Slide adapted from Chafouleas (2011) with permission.

23. 23 DBR-SIS Standard Item Takeaways  All standard item behaviors are clearly defined.  Examples are provided for what constitutes the behavior.  All behaviors can be readily measured, and interpretations for responses are clearly stated.

24. 24 Integrating Target Behavior Into DBR Form  Target behavior information is used to develop clear anchors for ratings.  Anchors are used to gauge whether the behavior was occurring at low, medium, or high levels. Slide adapted from Chafouleas (2011) with permission.

25. 25 Developing DBR Behavior Definition and Anchors Preliminary target behavior information can be used to inform the development of anchors. Operational Definition Toby’s aggression is defined as any behavior that involves making contact with others in an attempt to injure or harm. This includes punching, hitting, kicking, spitting, scratching, pushing, and biting. This does not include patting on the back or shaking hands.

26. 26 Using Preliminary Data to Develop DBR Anchors for DBI Based on this information, the DBR anchors might correspond with the scale as follows:

27. 27 Direct Behavior Rating http://www.intensiveintervention.org/resource/monitoring-student-progress- behavioral-interventions-dbi-training-series-module-3

28. 2. Tier 3 Interventions? 28

29. 29 Sample Behavioral Progression *NCII does not endorse products. We use Check-in/Check-out (CICO) for illustrative purposes only.

30. 30 Implementing Behavioral Strategies: Considerations and Sample Resources http://www.intensiveintervention.org/implementing-behavioral-strategies- considerations-and-sample-resources

31. 31 Standard Information Example Term/Definition: Consequence clause: A clause that identifies specific consequences that will be delivered if students do not meet goals and success criteria.

32. 32. Sections  Purpose and overview  Type of strategy  Behavior addressed  Setting  Materials  Implementation procedure

33. 33 Sections  Implementation considerations  Samples Example Consideration for Successful Implementation: Consequence clauses that include a form of punishment (e.g., time out or loss of privilege) should be accompanied by teaching replacement behaviors and/or strategies that encourage student demonstration of appropriate or expected behaviors.

34. 34 Sections  Intensification strategies  Additional resources Example Intensification Strategy: Identify whether the student has a skill deficit that inhibits his or her ability to demonstrate the appropriate or expected behavior and to teach the required prerequisite skills for successful performance.

35. 35 Find Out What NCII Has to Offer www.intensiveintervention.org

36. 36 Connect to NCII  Sign up on our website to receive our newsletter and announcements  Follow us on YouTube and Twitter YouTube Channel: National Center on Intensive Intervention National Center on Intensive Intervention Twitter handle: @TheNCII@TheNCII

37. This webinar was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this webinar is intended or should be inferred. Disclaimer 37

38. Chafouleas, S. M. (2011). V2.1 DBR: Use in assessment of student behavior [Slides]. Storrs, CT: University of Connecticut. Retrieved from http://www/directbehaviorratings.com/cms/files/pdf/dbr_for_assessment.pdf http://www/directbehaviorratings.com/cms/files/pdf/dbr_for_assessment.pdf Chafouleas, S. M., Riley-Tillman, C., & Christ, T. J. (2010). V1.3 DBR standard form—Fill-in behaviors. Storrs, CT: University of Connecticut. Retrieved from http://www.directbehaviorratings.org/cms/files/pdf/V%201.3%20DBR%20Sta ndard%20Form%20-%20Fill-in%20Behaviors.pdf http://www.directbehaviorratings.org/cms/files/pdf/V%201.3%20DBR%20Sta ndard%20Form%20-%20Fill-in%20Behaviors.pdf Chafouleas, S. M., Riley-Tillman, C., Christ, T. J., & Sugai, G. (2009). V1.4 DBR standard form. Storrs, CT: University of Connecticut. Retrieved from http://www.directbehaviorratings.com/cms/files/pdf/V%201.4%20DBR%20St andard%20Form%20with%203%20Standard%20Behaviors.pdf http://www.directbehaviorratings.com/cms/files/pdf/V%201.4%20DBR%20St andard%20Form%20with%203%20Standard%20Behaviors.pdf References 38

39. National Center on Intensive Intervention 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org ncii@air.org @TheNCII 39