Response to Intervention Response to Intervention for Behaviorfor Behavior

Team Training StrategiesTeam Training Strategies

ObjectivesObjectives

Define RtI for Behavior (RtIB)Define RtI for Behavior (RtIB) Review Behavior Data Sources Review Behavior Data Sources Examine RtIB Tier Process and ProceduresExamine RtIB Tier Process and Procedures Identify Behavioral InterventionsIdentify Behavioral Interventions Apply the Problem solving Process to Case Apply the Problem solving Process to Case

StudiesStudies Discuss Next StepsDiscuss Next Steps

What Is RtI for Behavior (RtIB)What Is RtI for Behavior (RtIB)

RtI for Behavior (RtIB) provides a data RtI for Behavior (RtIB) provides a data based problem solving, multi-tiered based problem solving, multi-tiered approach that aims to prevent approach that aims to prevent inappropriate behavior and teach and inappropriate behavior and teach and reinforce appropriate behaviors.reinforce appropriate behaviors.

What Is RtI for Behavior (RtIB)What Is RtI for Behavior (RtIB)

RtIB meets the needs of students and families by:Creating a safe and positive school climate Increasing academic engagement and motivation

to learn Using data to design, implement and monitor

interventionsCreating school-wide policies, expectations, and

processes

Responding toResponding toBehavior: TraditionallyBehavior: Traditionally

Reactive/Consequence StrategiesReactive/Consequence Strategies Office referral, detention, suspensions, etc.Office referral, detention, suspensions, etc. Used to try to teach the “right way”Used to try to teach the “right way” May actually reinforce the behavior of concernMay actually reinforce the behavior of concern

Restrictive and segregated settingsRestrictive and segregated settings

Traditional Discipline versus RtIB

Traditional Discipline:

Focused on the student’s problem behavior

Goal is to stop undesirable behavior through the use of punishment

Positive Behavior Support:

Replaces undesired behavior with a new behavior or skill

Alters environments Teaches appropriate skills Rewards appropriate

behavior

Time Cost of a Discipline Referral(Averaged to 45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours

LOST!

3000 Hours

LOST!

Who from the Leadership Team Who from the Leadership Team Facilitates RtIB ???Facilitates RtIB ???

AdministratorAdministrator School PsychologistSchool Psychologist School Social WorkerSchool Social Worker Guidance CounselorGuidance Counselor TRUST SpecialistTRUST Specialist Behavior Management TeacherBehavior Management Teacher School-based Professional Development LiaisonSchool-based Professional Development Liaison Team LeadersTeam Leaders

Behavior Data SourcesBehavior Data Sources

Student At Risk Profile Student At Risk Profile Report (T-0515P71-01) Report (T-0515P71-01)

Suspensions reports Suspensions reports Attendance reports Attendance reports Truancy reports Truancy reports School climate survey School climate survey Course failuresCourse failures Conduct grades Conduct grades SCM reports SCM reports

Tier 1: Core Curriculum/Universal Interventions•All settings, all students•Preventive, proactive

Tier 2: SupplementalInterventions•Some students (at-risk)•High efficiency•Rapid response

Tier 3: Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Tier 1•Progress monitoring data/response to intervention

•Implementation fidelity

•ODRs, teacher nominations, attendance, walkthroughs

•School-wide screening

Tier 2•Progress monitoring data/response to intervention

•Implementation fidelity

•ESE referrals

Tier 3•Direct observations

•Progress monitoring data/response to intervention

•Implementation fidelity

RTIContinuum of Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

12

Levels of Support for BehaviorLevels of Support for Behavior

Tier 3: Few Students

Tier 2: Small Groups of Students

Tier 1: All Students

Tier ITier I

RtIB Tier IRtIB Tier I

Tier 1 is for all students.Tier 1 is for all students. The goal of RtIB at the Tier 1 level is the The goal of RtIB at the Tier 1 level is the

prevention of problem behavior and prevention of problem behavior and promotion of positive behavior by promotion of positive behavior by establishing processes that should facilitate establishing processes that should facilitate success for at least 80% of the students. success for at least 80% of the students.

RtIB Tier I ComponentsRtIB Tier I Components

An effective Tier 1 process requires:An effective Tier 1 process requires: District and school missions with a clear and purposeful District and school missions with a clear and purposeful

leadership that is committed to coordinating the leadership that is committed to coordinating the implementation of evidence-based behavioral practicesimplementation of evidence-based behavioral practices

An established process for consensus buildingAn established process for consensus building A data-based decision making system through the four A data-based decision making system through the four

step problem solving processstep problem solving process Established procedures for teaching expected behaviorsEstablished procedures for teaching expected behaviors On-going monitoring and evaluation efforts linked to On-going monitoring and evaluation efforts linked to

professional development needs and disseminated to professional development needs and disseminated to stakeholdersstakeholders

Universal Support

As a system-wide Universal Support effort in schools, positive behavior support consists of expectations, rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior

What will RtIB look like in our school? Data will be used to help track progress and

identify areas to target for intervention

Discipline referral Processes & Procedures will be Consistent throughout the school

The school will develop and use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior

A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.

School-Wide ExpectationsSchool-Wide Expectations

Definition: Definition: A list of broad, positively stated behaviors A list of broad, positively stated behaviors

that are desired of all faculty and students that are desired of all faculty and students These expectations should be in line with These expectations should be in line with

the school’s mission statement and should the school’s mission statement and should be taught to all faculty, students, and be taught to all faculty, students, and families families

When Identifying ExpectationsWhen Identifying Expectations Consider existing data summaries:Consider existing data summaries:

DisciplineDiscipline AcademicAcademic

Identify common goals:Identify common goals: Mission StatementMission Statement Other School-Based ProgramsOther School-Based Programs

Identify characteristics of an ideal student Identify characteristics of an ideal student Can be helpful with faculty buy-inCan be helpful with faculty buy-in

Guidelines forGuidelines forIdentifying ExpectationsIdentifying Expectations

Identify behaviors expected of Identify behaviors expected of all all students students and staff in and staff in allall settings settings

Select 3 to 5 behaviorsSelect 3 to 5 behaviors State expectations in positive termsState expectations in positive terms Select expectations that are general Select expectations that are general

enough to be applicable in multiple settings, enough to be applicable in multiple settings, but specific enough to be of assistance in but specific enough to be of assistance in generating rules for targeted settingsgenerating rules for targeted settings

Which Guidelines Were Which Guidelines Were NotNot Followed in Followed in These ExamplesThese Examples?

Don’t runDon’t run Raise your hand and wait to be Raise your hand and wait to be

recognized before speakingrecognized before speaking Be goodBe good No talkingNo talking Stay in your seatStay in your seat Act like ladies and gentlemenAct like ladies and gentlemen

Rules for Unique SettingsRules for Unique Settings

Definition:Definition:Specific skills you want students to Specific skills you want students to

exhibit and the procedures you want exhibit and the procedures you want students to follow in specific settingsstudents to follow in specific settings

How Are Expectations How Are Expectations and Rules Similar?and Rules Similar?

Both should be limited in number (3-5)Both should be limited in number (3-5) Both should be positively statedBoth should be positively stated Both should be aligned with the school’s Both should be aligned with the school’s

mission statement & policiesmission statement & policies Both should clarify criteria for successful Both should clarify criteria for successful

performanceperformance

How Rules are DifferentHow Rules are Different

Rules describe specific behaviors:Rules describe specific behaviors: ObservableObservable MeasurableMeasurable

Rules may apply to a limited number Rules may apply to a limited number of settingsof settings

Rules clarify the SW-Expectations for Rules clarify the SW-Expectations for specific settingsspecific settings

Which Ones Are Expectations?Which Ones Are Expectations?Which Ones Are Rules?Which Ones Are Rules?

Be considerateBe considerate Place food items in their proper containersPlace food items in their proper containers Remain seated during instructionRemain seated during instruction Use an inside voiceUse an inside voice Be a problem solverBe a problem solver Keep all four legs of your chair on the floorKeep all four legs of your chair on the floor

Guidelines for Creating RulesGuidelines for Creating Rules

Select Select NO MORE THAN 5NO MORE THAN 5 rules for each rules for each setting on campussetting on campus

Rules should be observable, measurable, Rules should be observable, measurable, positively stated, & enforceablepositively stated, & enforceable

You do not need to create a rule for each You do not need to create a rule for each expectationexpectation

USE YOUR DATAUSE YOUR DATA to determine the problems to determine the problems you are experiencing most in those locationsyou are experiencing most in those locations Non-Example: “Chew with your mouth closed.”Non-Example: “Chew with your mouth closed.”

Once you have developed expectations and Once you have developed expectations and rules, it is not enough to just post words on rules, it is not enough to just post words on

the walls of the school…the walls of the school…

YOU MUST TEACH THEM CONSISTENTLY ACROSS

CAMPUS!

My School’sExpectations…

1. Be Safe2. Be Responsible3. Be Respectful

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

Why Develop aWhy Develop aSystem for Teaching Behavior?System for Teaching Behavior?

Behaviors are prerequisites for academicsBehaviors are prerequisites for academics Procedures and routines create structureProcedures and routines create structure Repetition is key to learning new skills:Repetition is key to learning new skills:

For a child to For a child to learn something newlearn something new, it needs to be , it needs to be repeated on average of 8 timesrepeated on average of 8 times

For a child to For a child to unlearn an old behaviorunlearn an old behavior and replace with a and replace with a new behavior, the new behavior must be repeated on new behavior, the new behavior must be repeated on average 28 times average 28 times (Harry Wong)(Harry Wong)

Tier I Interventions: Teaching Tier I Interventions: Teaching Appropriate BehaviorAppropriate Behavior

Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSBullying / Violence Prevention CurriculumBullying / Violence Prevention CurriculumM-DCPS Alternative to Suspension Program M-DCPS Alternative to Suspension Program

(ASP)(ASP)Crisis Prevention PlanningCrisis Prevention PlanningLEAPSLEAPSPositive Behavior Support (PBS)Positive Behavior Support (PBS)CHAMPSCHAMPS

Why Develop aWhy Develop aSystem for Teaching Behavior?System for Teaching Behavior?

We must assume:We must assume: Students will require different curricula, Students will require different curricula,

instructional modalities, etc… to learn appropriate instructional modalities, etc… to learn appropriate behaviorbehavior

We need to teach expectations/rules and We need to teach expectations/rules and appropriate behaviors as effectively as we teach appropriate behaviors as effectively as we teach academic skillsacademic skills

Why Develop aWhy Develop aSchool-Wide Reward System?School-Wide Reward System?

Rewards are effective when: Rewards are effective when: used to build new skills or sustain desired skillsused to build new skills or sustain desired skills used with used with contingentcontingent delivery of rewards for delivery of rewards for

specific behaviorspecific behavior gradually faded over timegradually faded over time

Akin-Little, Eckert, Lovett, Little, 2004Akin-Little, Eckert, Lovett, Little, 2004

Why Develop aWhy Develop aSchool-Wide Reward System?School-Wide Reward System?

The immediate reward acts as a teaching tool for desired behavior Focuses staff & student attention on desired behaviors

The immediate reward is a bridge to long-term reward The immediate reward increases likelihood of repeating

the desired behavior Fosters a positive school climate Reduces the need for engaging in time-consuming disciplinary measures

Access to long-term reward increases the power of the immediate reinforcer

Reward System GuidelinesReward System Guidelines Reward contingent on desired behaviorReward contingent on desired behavior Clearly define and train staff and students on Clearly define and train staff and students on

the criteria for earning a rewardthe criteria for earning a reward Encourage staff to reward students outside Encourage staff to reward students outside

of their classroom in common areasof their classroom in common areas Plan for encouraging and monitoring staff Plan for encouraging and monitoring staff

use of the reward systemuse of the reward system Keep it SimpleKeep it Simple

Reward System GuidelinesReward System Guidelines Rewards should target 80% - 90% of Rewards should target 80% - 90% of

studentsstudents Rewards should be portable and/or easy to Rewards should be portable and/or easy to

use in multiple settings across school use in multiple settings across school campuscampus

Reward frequently in the beginningReward frequently in the beginning Rewards should be varied to maintain Rewards should be varied to maintain

student intereststudent interest Opportunities for naturally occurring Opportunities for naturally occurring

reinforcement are still provided and reinforcement are still provided and encouragedencouraged

RtIB in the ClassroomRtIB in the Classroom

Classroom-Level RtIB provides tools that:Classroom-Level RtIB provides tools that:Support classroom teachers in embedding Support classroom teachers in embedding

RtIB into their classroom practicesRtIB into their classroom practices

Support groups of students in need of Support groups of students in need of behavioral support behavioral support in addition toin addition to existing existing school-wide supportsschool-wide supports

Building a Foundation for RtIBuilding a Foundation for RtI Classroom RtIBClassroom RtIB

PreventionPrevention Tools for remediationTools for remediation Room for Room for

accommodationaccommodation Classroom strategies Classroom strategies

should be included should be included EARLY in hierarchy of EARLY in hierarchy of supportssupports

Tier 1/Universal

Classroom

Small groups of students

Individual Students

Rough day Rough day in the in the

classroomclassroom

Effective Responses to Problem Effective Responses to Problem BehaviorBehavior

Including effective interventions at the Including effective interventions at the classroom level:classroom level: Re-teach the expectations/rulesRe-teach the expectations/rules Change seating arrangementsChange seating arrangements Conference with parent and/or studentConference with parent and/or student Peer mediation Peer mediation Student contractsStudent contracts Provide choicesProvide choices Remove tempting items from the classroomRemove tempting items from the classroom

More Effective ResponsesMore Effective Responsesto Problem Behaviorto Problem Behavior

Including effective interventions at the Including effective interventions at the classroom level:classroom level: HumorHumor Let the student “save face”Let the student “save face” Re-directionRe-direction Failure to earn a privilegeFailure to earn a privilege Restitution/ApologyRestitution/Apology Prompt & cue both verbal & non-verbalPrompt & cue both verbal & non-verbal Reward alternate positive behaviorReward alternate positive behavior

Intervention IdeasIntervention Ideashttp://ici.umn.edu/products/impact/182/over5.html http://ici.umn.edu/products/impact/182/over5.html

Problem solving/ContractingProblem solving/Contracting RestitutionRestitution Mini-Courses or skill modulesMini-Courses or skill modules Parent involvement/supervisionParent involvement/supervision CounselingCounseling Monitoring/Self-MonitoringMonitoring/Self-Monitoring Short or long term changes to schedule, classes, Short or long term changes to schedule, classes,

course contentcourse content

RtIB Tier I: Universal ScreeningRtIB Tier I: Universal Screening

Universal Screening means all students are proactively screened at regularly scheduled times throughout the year to identify a select group of students who demonstrate early behavior warning signs that indicate risk for developing an emotional or behavioral disability.

RtIB Tier I: Process and ScreeningRtIB Tier I: Process and Screening

Use behavioral data sources to provide Use behavioral data sources to provide universal screeninguniversal screening

Conduct screening quarterlyConduct screening quarterly The problem solving process involves a The problem solving process involves a

review of data to determine which Tier 2 review of data to determine which Tier 2 interventions may be appropriate interventions may be appropriate

Behavior Data SourcesBehavior Data Sources

Student At Risk Profile Student At Risk Profile Report (T-0515P71-01) Report (T-0515P71-01)

Suspensions reports Suspensions reports Attendance reports Attendance reports Truancy reports Truancy reports School climate survey School climate survey Course failuresCourse failures Conduct grades Conduct grades SCM reports SCM reports

44

Problem SolvingProblem Solving

2.Analyze the

Problem & Develop an

Intervention Plan

4. Evaluate the

Intervention Plan

1. Define the

Problem

3. Implement the Plan &

Monitor the Progress

Problem-Solving / Problem-Solving / Response to InterventionResponse to Intervention

Prior to making changes within the school Prior to making changes within the school environment, it is important to know what needs to environment, it is important to know what needs to be changedbe changed

Information about what is going on has to be Information about what is going on has to be accurate and useful for identifying problemsaccurate and useful for identifying problems

Analyze problems so that interventions can be Analyze problems so that interventions can be effective and efficienteffective and efficient

Decisions made with accurate dataDecisions made with accurate dataare more likely to be: are more likely to be: ImplementedImplemented EffectiveEffective

Add Case?????

47

Step 1: Identify the ProblemStep 1: Identify the Problem

Step 1 is critical to the processStep 1 is critical to the processProblems to be solved vs. “Issues” to addressProblems to be solved vs. “Issues” to address

Review existing informationReview existing information

Ask: Is it most, or is it some?Ask: Is it most, or is it some?

Problem IdentificationProblem Identification

Referrals by locationReferrals by location Referrals by time of dayReferrals by time of day Referrals by staffReferrals by staff Referrals by behaviorReferrals by behavior Referrals by motivationReferrals by motivation Administrative referralsAdministrative referrals

Defining the ProblemDefining the Problem

Specific, observable, measurable:Specific, observable, measurable:

3rd grade students were responsible for 40% 3rd grade students were responsible for 40% of our SCMs last month, and most of these of our SCMs last month, and most of these took place during their 90-minute reading took place during their 90-minute reading block, for disruption.block, for disruption.

Sixty percent of our SCMs listed the Assistant Sixty percent of our SCMs listed the Assistant Principal as the referring staff memberPrincipal as the referring staff member.

Did We Define It?Did We Define It?

Students are not being respectful.Students are not being respectful. SCMs are increasing this month.SCMs are increasing this month. Most of our SCMs are taking place in an Most of our SCMs are taking place in an

unknown location.unknown location. Students are late to class after lunch.Students are late to class after lunch.

Step 2: Problem AnalysisStep 2: Problem Analysis Develop hypotheses and assessment Develop hypotheses and assessment

questionsquestions Make educated guesses as to WHY the problem is Make educated guesses as to WHY the problem is

happeninghappening Examine environmental factors, not just within child Examine environmental factors, not just within child

factorsfactors Hypothesis Prediction statementsHypothesis Prediction statements Confirm problem ID statement (if necessary)Confirm problem ID statement (if necessary)

Select possible data collection methodsSelect possible data collection methods Direct observation, reports, graphs, teacher/team Direct observation, reports, graphs, teacher/team

nominations, etc.nominations, etc.

Step 3: Develop & Implement the PlanStep 3: Develop & Implement the Plan

Brainstorm intervention strategiesBrainstorm intervention strategies Should directly link to your prediction Should directly link to your prediction

statement (and goals).statement (and goals).Building up and maintaining your Tier 1 Building up and maintaining your Tier 1

system should be part of your interventionssystem should be part of your interventions

Develop a Develop a specificspecific plan for plan for implementationimplementation Identify roles, responsibilities, timelinesIdentify roles, responsibilities, timelinesRemember to include fidelity measuresRemember to include fidelity measures

Step 4: Evaluate the PlanStep 4: Evaluate the Plan

Look at the data you selected to measure Look at the data you selected to measure your progress towards the goal.your progress towards the goal.

Ask yourself…Ask yourself… Did we meet the goal?Did we meet the goal? Do we need to develop a new plan? Do we need to develop a new plan? Were our problem ID statement and analysis Were our problem ID statement and analysis

correct?correct? Or, develop a plan to maintain or fade out the Or, develop a plan to maintain or fade out the

intervention if it was successfulintervention if it was successful

Tier IITier II

RtIB Tier IIRtIB Tier II

Tier 2 is support for small groups of Tier 2 is support for small groups of studentsstudents

The goal of RtIB at the Tier 2, level is to provide services for students whose behaviors require supplemental group intervention matched to the function of the student’s behavior

RtIB Tier IIRtIB Tier II An effective RtIB system relies on the An effective RtIB system relies on the

quality and integrity of the Tier 1 school-quality and integrity of the Tier 1 school-wide interventions. wide interventions.

Tier 2 does not replace Tier 1: rather it is Tier 2 does not replace Tier 1: rather it is additional or supplemental behavior additional or supplemental behavior support.support.

RtIB Tier II: What Do You Do?RtIB Tier II: What Do You Do? Prior to consideration of Tier 2 interventions the Prior to consideration of Tier 2 interventions the

Leadership Team needs to review the existing Leadership Team needs to review the existing instructional program. instructional program.

The Leadership Team should address possible The Leadership Team should address possible adjustments that may ameliorate the presenting adjustments that may ameliorate the presenting problems. problems.

When the Leadership Team concludes that a When the Leadership Team concludes that a student may require a supplemental evidence-student may require a supplemental evidence-based targeted group intervention, the team based targeted group intervention, the team uses the problem solving process to review data uses the problem solving process to review data to determine which Tier 2 interventions may be to determine which Tier 2 interventions may be appropriate.appropriate.

Tier II Interventions: Teaching Tier II Interventions: Teaching Appropriate BehaviorAppropriate Behavior

Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSThe Center for Special Instruction (CSI) using The Center for Special Instruction (CSI) using

academic and behavioral interventionsacademic and behavioral interventionsGroup intervention sessions for specific topics Group intervention sessions for specific topics

such as coping skills, anger management, such as coping skills, anger management, problem-solving and conflict resolution, problem-solving and conflict resolution, substance abuse, violence prevention, grief, substance abuse, violence prevention, grief, assertiveness, developmental issues and assertiveness, developmental issues and social skills.social skills.

Tier II Interventions: Teaching Tier II Interventions: Teaching Appropriate BehaviorAppropriate Behavior

Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSAlternative to Suspension (Examples: Alternative to Suspension (Examples:

Saturday school, after school, work detail)Saturday school, after school, work detail)School-based mentorsSchool-based mentorsSecond Step: A Violence Prevention Second Step: A Violence Prevention

CurriculumCurriculumSocial Skills Training Social Skills Training Individual, family and group counselingIndividual, family and group counselingLEAPSLEAPSBehavioral ContractingBehavioral Contracting

Tier II Monitoring and ScreeningTier II Monitoring and Screening MonitorMonitor

Progress monitor Tier 2 interventions for Progress monitor Tier 2 interventions for identified studentsidentified students

Modify interventions at Tier 2 (as needed)Modify interventions at Tier 2 (as needed) ScreeningScreening

Identify at-risk studentsIdentify at-risk studentsMakes referrals for Tier 3 interventionsMakes referrals for Tier 3 interventionsComplete the Functional Assessments of Complete the Functional Assessments of

Behavior (FAB) process.Behavior (FAB) process.

Tier IIITier III

RtIB Tier IIIRtIB Tier III

Tier 3 is support for few studentsTier 3 is support for few students The goal of RtIB at the Tier 3 level is to increase The goal of RtIB at the Tier 3 level is to increase

the individual student’s rate of progress through the individual student’s rate of progress through intensive individual interventions for specific skill intensive individual interventions for specific skill deficits. deficits.

These interventions are derived from the results These interventions are derived from the results of the FAB process conducted at Tier 2, which of the FAB process conducted at Tier 2, which are used to formulate the BIP.are used to formulate the BIP.

This plan is used for the implementation and This plan is used for the implementation and monitoring of the Tier 3 interventions. monitoring of the Tier 3 interventions.

RtIB Tier III: What Do You Do?RtIB Tier III: What Do You Do?

At Tier 3 the school site SST members At Tier 3 the school site SST members collaboratively develops a Behavior Intervention collaboratively develops a Behavior Intervention Plan (BIP), based on the FAB process.Plan (BIP), based on the FAB process.

Selected staff implements the BIP, monitors Selected staff implements the BIP, monitors student progress, reviews individual student student progress, reviews individual student response to intervention, and determines response to intervention, and determines whether changes should be made to the existing whether changes should be made to the existing BIP or if further assistance is needed. BIP or if further assistance is needed.

Tier III Interventions: Teaching Tier III Interventions: Teaching Appropriate BehaviorAppropriate Behavior

Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPS Individualized Behavior Intervention Plan Individualized Behavior Intervention Plan

(BIP)(BIP)MentoringMentoringReinforced PracticeReinforced PracticeRole PlayRole Play

Eligibility for Emotional/Behavioral Eligibility for Emotional/Behavioral DisabilitiesDisabilities

A student with an emotional/behavioral disability A student with an emotional/behavioral disability has has persistentpersistent and and consistent consistent emotional oremotional orbehavioral responses that behavioral responses that adversely effectsadversely effects performance in the educational environment thatperformance in the educational environment thatcannot be attributed to age, culture, gender, cannot be attributed to age, culture, gender, or ethnicity. or ethnicity.

The eligibility determination will be based upon The eligibility determination will be based upon the student’s response to behavioral the student’s response to behavioral interventions, (Tier 1, Tier 2, and Tier 3) as well interventions, (Tier 1, Tier 2, and Tier 3) as well as the etiology of the emotional and/or as the etiology of the emotional and/or behavioral difficulties. behavioral difficulties.

What’s Next??What’s Next??

Determine the members of the RtI Determine the members of the RtI Leadership Team that will design and Leadership Team that will design and facilitate the RtIB processfacilitate the RtIB process

Review data and use the problem solving Review data and use the problem solving process to define the problem and identify, process to define the problem and identify, implement and monitor interventionsimplement and monitor interventions

67

Levels of Support for BehaviorLevels of Support for Behavior

Tier 3: Few Students

Tier 2: Small Groups of Students

Tier 1: All Students

Tier 1 InterventionsTier 1 Interventions• Bullying / Violence Bullying / Violence PreventionPrevention• CurriculumCurriculum• M-DCPS Alternative toM-DCPS Alternative to• Suspension Program Suspension Program (ASP)(ASP)• Crisis Prevention Crisis Prevention PlanningPlanning• LEAPSLEAPS• Positive Behavior Positive Behavior SupportSupport (PBS)(PBS)• CHAMPSCHAMPS

Tier 2 InterventionsTier 2 Interventions• The Center for Special The Center for Special Instruction (CSI) using Instruction (CSI) using academic and behavioral academic and behavioral interventionsinterventions• Group intervention Group intervention sessions for specific topics sessions for specific topics such as coping skills, anger such as coping skills, anger management, problem-management, problem-solving and conflict solving and conflict resolution, substance abuse, resolution, substance abuse, violence prevention, grief, violence prevention, grief, assertiveness, assertiveness, developmental issues and developmental issues and social skills.social skills.• Alternative to Suspension Alternative to Suspension (Examples: Saturday school, (Examples: Saturday school, after school, work detail)after school, work detail)• School-based mentorsSchool-based mentors• Second Step: A Violence Second Step: A Violence Prevention CurriculumPrevention Curriculum• Social Skills Training Social Skills Training • Individual, family and group Individual, family and group counselingcounseling• LEAPSLEAPS• Behavioral ContractingBehavioral Contracting

Tier 3 InterventionsTier 3 Interventions•Individualized Individualized BehaviorBehavior Intervention Intervention Plan (BIP)Plan (BIP)

• MentoringMentoring• Reinforced PracticeReinforced Practice• Role PlayRole Play

RtIB InterventionsRtIB Interventions

Contact InformationContact Information

Ms. Robin J. MorrisonMs. Robin J. Morrison

Clinical Behavioral ServicesClinical Behavioral Services

rmorrison@dadeschools.net rmorrison@dadeschools.net

305-995-1733305-995-1733