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Diana Joyce, Ph.D, NCSP Melissa Castillo, [email protected]@ufl.edu
Michelle Portell, EdS Lindsey Tropf, [email protected]@ufl.edu
University of FloridaNASP Conference, San Francisco, February 23rd, 2011
Contributor: Nancy Waldron, PhD., NCSP
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Presentation Materials and the Sample Report are Available at http://www.nasponline.org/
Case examples/data have been altered to mask student identity and for educational purposes.
RtI for Behavioral/Social-Emotional20% of students will experience some type of
emotional or behavioral difficulty
10% of students will have a diagnosable disorder during their school years
For many, school is only source of behavioral or mental health services
(Burns et al., 1995; Giled & Cuellar, 2003; USDHHS, 1999, USDOE, 2010)2
RtI for Behavioral/Social-EmotionalE/BD is the 6th largest IDEA classification
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(29th Annual Report to Congress)
RtI for Behavioral/Social-EmotionalSince 1995 students with E/BD lowest graduation
rate of any disability group
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(29th Annual Report to Congress)
RtI for Behavioral/Social-Emotional
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Percentage of students by educational environments
least restrictive most restrictivePlacement
(29th Annual Report to Congress)
University Research School• K- 12 Enrollment: 1152 students• Stable student population• Racial/Ethnic Composition
• 51% Caucasian• 24% African American• 16% Hispanic• 5% Multiracial• 3% Asian
• Free/reduced lunch: 26%• Highly trained faculty (78% graduate degrees)• Behavioral RtI – 2nd Year of Implementation
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Tier Tier IIUniversal – All Students
Tier Tier IIIISupplemental, Targeted, Short-Term
Tier Tier IIIIIIIntensive, Individual, Long-Term
RtI Tiered Behavioral InterventionsRtI Tiered Behavioral Interventions
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Positive Behavioral Support: Frequent recognition for appropriate behaviors, proximity control, cueing, build-in appropriate movement opportunities (e.g., Kagan Brain Ex.), predictable structure, positively-phrased and highly visible behavioral expectations.
Embedded Social Curriculum: Instruction in prosocial behavior/attitudes.
Data Screening: School-wide climate survey, ISS/OSS data, incidence mapping, rating scales for emotional risk and social skills (BESS) Observations, FBAs, Behavior Plans: Classroom observations to determine environmental contributors, antecedents, sustaining factors, frequency, patterns across subjects or time-of-day and task demands, self-monitoring or reinforcement plans, DRCs
Counseling: Social Skills, Anger Mgmt, Test Anxiety, Friendship Groups
Data Progress Monitoring: Tier II data
Behavior Plans & Counseling Therapy: Individualized, greater frequency and intensity, often addressing multiple issues simultaneouslyMulti-agency Plans: Coordinate w/out-side agencies on counseling, behavioral plans, meds, family therapy, juvenile justice, etc. Data Progress Monitoring: Psychological assessment, Tier III data
I. Define the ProblemDefining Problem/Directly Measure (Achievement/Behaviors)
IV. EvaluateWas it Effective?
II. Problem AnalysisIdentify Contributing Variables
III. Implement PlanProgress Monitor and Modify if Needed
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School Psychology Services:Best Practices at Tier I –Primary Prevention
Screening for children/youth at risk: BESS/SSIS
Interpretation of school-wide data for positive behavior supports: Ex: ISS/OSS, location, time of day, etc.
Providing embedded social skills curriculum and/or PBS programs
RtI resource for parents, teachers, administrators, staff
RtI TIER I: Examining School Wide Data – a Fictitious Example Using SWIS
https://app.swis.org
RtI: Examining School Wide DataName Absent SSIS BESS ISS OSS Class Incidents Parent
ContactComments SST Decision
< 5 < 60 < 61 0 0
Anna 2 63 78 0 0 5 angry outbursts (red face, mean stares, huffing) over feeling slighted
3 Parents describe same behaviors at home with siblings
Observations, possible TIER II social skills & anger management group
Bernard 0 44 44 0 0 - - - -Cialia 0 50 48 0 0 - 3 Lacking supplies,
homework, appears dirty, no coat on cold days, no lunch, mother hospitalized depression
Counselor/Teacher talk with family, possibly provide support resources contact numbers, donate supplies
Frederick 4 65 38 0 0 - - Few friends, mildly shy Try friendship group first, possible social skills later if needed
Henry 0 42 28 0 0 - - - -Indigo 7 38 45 1 0 Dumped desk contents
out on floor & refused to work
1 Parent/Student responsive, no more incidents, found out Indigo had bad day because her dog died
Isolated incident, monitor attendance
Jyrece 15 42 50 0 0 - 1 knee surgery – fine now, no more absences
-
Kevin 12 75 70 0 0 - 0 Appears very sad/withdrawn, sometimes no appetite, clings to teacher
Observations, parent interview about absences/sadness, possible TIER II counseling, beh plan to increase peer interactions, discuss weight w/nurse, monitor lunch
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SSIS - Social Skills Improvement SystemBESS – Behavioral and Emotional Screening System, T-Scores 10-60 Normal, 61-70 Elevated, 71+ Extremely ElevatedISS = In-School Suspension, OSS – Out-of-School Suspension, SST = Student Success Team
RtI Tier I: Examining Class Wide Data (Sample)
November Baseline Data Collection System for Teacher - Tier I
Student Average
Class Average
Points Above
AverageMs. Smith Place a 1 in the box for each day that the student ends the day on a color
"less than" green - indicating negative behavior.
9/22 9/23 9/24 9/25 9/28 9/29 9/30 TotalTarget Student 1 1 1 1 1 5 71.4% 25.6% 0.458647
Student 1 1 14.3% 25.6% -0.11278
Student 1 1 1 3 42.9% 25.6% 0.172932
Student 0 0.0% 25.6% -0.25564
Student 0 0.0% 25.6% -0.25564
Student 1 1 1 3 42.9% 25.6% 0.172932
Student 0 0.0% 25.6% -0.25564
Student 0 0.0% 25.6% -0.25564
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RtI TIER I: Examining Class Wide Data – a Real Example Using Classroom Behavior Management Data
(Portell & Tropf, 2011)
Class Graph Baseline Data Collection System for Teacher - Tier I
Ms. Smith Averages by month for the Target Student and Class Averages for how often students end the day on a color "less than" green - indicating negative behavior.
September October November AverageTarget Student Average 71.4% 31.8% 47.1% 50.1%
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Behavioral RtI TIER I Resource Examples
TIER I Screening Measures Data Analysis: School Wide Information Systems (SWIS - www.SWIS.org) Social/Emotional Screening:
Behavioral & Emotional Screening System (BESS - www.pearsonassessments.com)
TIER I Intervention Programs Positive Behavioral Support (SWPBS - www.pbis.org) Second Step: A Violence Prevention Curriculum (www.cfchildren.org)
TIER I Intervention Programs that Include Screeners Signs of Suicide Prevention Program (SOS - www.mentalhealthscreening.org) Social Skills Improvement System (SSIS - www.pearsonassessments.com) Olweus Bullying Prevention Program (www.OLWEUS.org)
(*Additional resources provided in table at end of presentation.)
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Tier II (Small group, supplemental, short-term)Student Success TeamDefine the Problem – Problem Analysis
Records review, observations, interviews, parent conferences
Implement the Plan Small group counseling (6-8 weeks) Individual counseling (12-16 weeks) Social skills, anger management, anxiety, self-regulation Behavior plans
Evaluate Pre-observations for baseline, repeated observations Pre- and post-counseling BASC, SSRS SUDS data Behavior plan data analysis
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School Psychology Services: Best Practices at Tier II
Tier II Data Sample #1Behavior Plan (1nd grade)
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Tier II Data Sample #2SUDS: Subjective Units of Discomfort Scale Middle School
Score Feeling Thoughts
10. Total Freak Out can’t breathe, can’t think
9. Scared sweaty palms, feel like crying
8. Worried I’m gonna fail this!
7. Anxious This is hard, what if I don’t do well?
6. Concerned Wonder how I’ll do on this?
5. Ok Alright
4. Calm Let’s go, I’m not stressed.
3. Relaxed I am in the zone
2. Easy/Breezy Piece of cake
1. Aces I’m gonna Ace this
Behavioral RtI TIER II Resource Examples
TIER II Assessment/Progress Monitoring Measures Behavioral Assessment Scale for Children (BASC II – www.pearsonassessment.com) Reynolds Children’s Manifest Anxiety Scale (RCMAS – www.mhs.com) Children’s Depression Inventory (www.mhs.com) Subjective Units of Distress Scale (SUDS)
TIER II Intervention Programs The Coping Cat: Cognitive Behavioral Therapy for Anxious Children (Philip C. Kendall, Ph.D. I Can Problem Solve (www.researchpress.com) Aggression Replacement Training (www.agressionreplacementtraining.org) Skill Streaming (www.skillstreaming.com) Second Step: A Violence Prevention Curriculum (www.cfchildren.org)
(*Additional resources provided in table at end of presentation.)
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TIER IIITier III (Individualized, intensive)
Define the Problem – Problem Analysis Formal FBA Updated review of work & interviews Parent conferences with developmental history
Implement the Plan Behavior management plans, Behavior contracts, Daily or weekly
behavior report cards to home More frequent individual counseling (Solution-focused, CBT,
Psychoeducational) May require multi-agency collaboration
Evaluate Pre-observations for baseline, repeated observations Pre- and post-counseling BASC, SSRS SUDS data
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Tier III Data Sample 3Sample Intervention Data Tier I-III
Tier II Group CounselingTeacher Behavior Plan
Tier III Individual CounselingFBA Driven Behavior Plan
Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI
Problem-solving modelAssure not lack of
appropriate instruction
Team decisions
Evidence-based interventions have been implemented
Evaluation includes: FBA (if not already
completed) Social/Dev Hx Observations Interviews Review of interventions Review of academic
performance Assessments to identify
contributing factors Medical eval if precipitating
E/BD22
Full copy of the Florida New Rule Developments for RtI: http://www.fldoe.org/ese/
Tier IV Eligibility for E/BDState of Florida Eligibility Criteria Aligning with RtI
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• Internal Factors: sadness, mood swings, erratic behavior or fears, phobias, excessive worrying, thoughts/feelings inconsistent with actual events, withdrawal
or• External Factors: inability maintain personal relationships, chronic disruptive, physical aggression etc.
and• Must be present 6 months (not temporary, less than 6 weeks reactions to crisis or life event)
• Manifest in two or more settings
• Student needs special education
Risk FactorsGenetic
Inherited Autism, schizophrenia, bipolar, ADHD
BiologicalAbnormalities central nervous system – e.g., intrauterine
exposure to alcohol/cigarette smoke, injury, infection, poor nutrition, toxins
Strong influence for: PDD, early-onset schizophrenia, social phobia, OCD, Tourette’s
Environmental TriggersTrauma, parental discord, parental psychopathology,
economic hardship, attachment, abuse, neglect Can predispose conduct disorders and antisocial personality
24(Algoe & Fredrickson, 2011)
“Genetics may load the canon,
but lifestyle lights the fuse,
and intervention can redirect the power.”
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Resiliency FactorsWorry less about uncertaintyDismiss threats that do not materializeEmbrace opportunities for growthRecognize own emotionsLearn to regulation own emotionsLearn to generate positive emotionsSelf-monitor balance of positive emotions/thoughts 3:1
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(Algoe & Fredrickson, 2011)
Matching Interventions (Kendall 2006)
ADHD Anxiety Depression
OCD ODD/CD Phobias
Beh Mod X X
CBT X X X X X X
Org Skills X
Coping Skills
X X
Beh Self-Control Therapy
X
Exposures, Response Prevention
X X
Medication X
Parent Training
X X X
Anger Mgmt
X
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Lessons Learned Importance of building capacity & professional development
Generally enough needs to continuously have small groups targeting: self-regulation, anxiety, anger management etc.
Behavioral problem-solving team meetings may need to be more readily available than typical quarterly SST
Importance of including parents
Establish a system for data management
Intervention guides the type of data collected
Behavioral RtI is a marathon, not a sprint
Resources (Reports)
Questions?
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Targeted Area Measure Name Age RangeScreener
Tier 1
Progress Monitoring
Tier 2-3Publisher and Website
Broad Social-Emotional and Behavioral
Assessment
Behavior Assessment System for Children,
Second Edition (BASC-2)2-21 years X www.agsnet.com
Broad Social-Emotional and Behavioral
Screener
Behavioral and Emotional Screening
System (BESS)2-21 years X www.agsnet.com
Social SkillsSocial Skills
Improvement System (SSIS)/ (SSRS)
3-18 Years X X wwww.pearsonassessment.com
AnxietyRevised Children's
Manifest Anxiety Scale (RCMAS)
6-19 years X www.mhs.com
DepressionChildren's Depression
Inventory 2 (Short )7-17 years X www.mhs.com
ADHD Connners Third Edition 3 6-18 Years X X http://portal.wpspublish.comRisky Behaviors in
AdolescentsBeck Youth Inventories,
Second Edition 13-18 years
(Grades 7-12)X
http://psychcorp.pearsonassessments.com
Resiliancy In Children and Youth
Resiliency Scales for Children & Adolescents -
A Profile of Personal Strengths (RSCA)
9-18 Years Xhttp://psychcorp.pearsonassessments.co
m
BullyingReynolds Bully
Victimization Scales for Schools
8-18 Years Xhttp://psychcorp.pearsonassessments.co
m
Substance AbuseSubstance Abuse Subtle
Screening Inventory, Third Edition (SASSI)
12-18 Years Xhttp://psychcorp.pearsonassessments.co
m
Suicidal BehaviorSigns of Suicide (SOS)
Screener with prevention Program
12-18 Years X X www.mentalhealthscreening.org
Multiple Dimensions of Social Emotional Functioning
Resource List for Behavioral/Social Emotional Screening & Assessment
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Targeted Skill Program Name Targeted Audience TIER I TIER II/III Website
Bullying Prevention
The OLWEUS Bullying Prevention Program
Provides materials for K-12
X www.OLWEUS.org
Steps to Repsect: A Bullying Prevention Program
Grades 3-6 X X www.cfchildren.org
Violence Prevention/Social Skills
TrainingSecond Step a Violence Prevention
CurriculumGrades K-5 X X www.cfchildren.org
Teenaged Health Teaching Modules: Aggressors, Victims and
Bystanders. Grades 6-12 X www.thtm.org
Resolving Conflict Creatively Program
Grades K-12 Xhttp://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/
sa2lk16.htmPATHS: A social and emotional
learning program Grades 1-6 X
http://www.channing-bete.com/prevention-programs/paths/paths.html
Social Learning Curriculum Grades K-12 X www.researchpress.comSchool Wide Positive Behavior
SupportGrades K-12 X www.pbis.org
Aggression Replacement Training X www.aggressionreplacementtraining.org
I Can Problem Solve X www.researchpress.com
SuicideSigns of Suicde Prevention
ProgramGrades 6-12 X www.mentalhealthscreening.org
Resource List for Behavioral/Social Emotional Intervention Programs: TIER I, II & III
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School Crisis
PREPaRE: School Crisis Prevention and Intervention Training Program
Grades K-12 X www.nasoonline.org
Anxiety
The Coping Cat: Cognitive Behavior Therapy for Anxious Children
X www.workbookpublishing.com
Multiple Topic Resources
National Center on Response to Intervention
Grades K-12 X X www.rti4success.org
Intervention Central Grades K-12 X X www.interventioncentral.org
ACHIEVE: A Collaborative School-based Reform Process (Includes
Stop and Think program) Grades K-12 X X www.projectachieve.info
Life Skills Training Grades 3-12 X www.lifeskillstraining.com
Peace Education Foundation, Conflict Resolution Programs, Peer
Mediation, Crisis ManagementGrades K-12 X www.peaceeducation.com
Skill Streaming: Prosocial skills training
X www.skillstreaming.com
ReferencesAlgoe, S. B., & Fredrickson, B. L. (2011). Emotional fitness and the movement of
affective science from lab to field. American Psychologist, 66(1), 35-42.Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M. Z., &
Erkanli, A. (1995). Data watch: Children’s mental health service use across service sectors. Health Affairs, 14, 147-159.
Giled, S. & Evans Cuellar, A. (2003). Trends and issues in child and adolescent mental health. Health Affairs, 22 (5), 39-50.
Kendall, P. C. (2006). Child and adolescent therapy. New York: Guilford Press.
U.S. Department of Education (2010). Twenty-ninth annual report to Congress on the implementation of the individuals with disabilities education act. Jessup, MD: U.S. Department of Education. http://www2.ed.gov/about/reports/annual/osep/2007/parts-b-c/index.html
U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services.http://www.surgeongeneral.gov/library/mentalhealth/chapter1/sec4.html#chap3
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