Special Education Assessment Article

STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES
PRIOR TO REFERRAL FOR SPECIAL EDUCATION

ASSESSMENT
A doctoral project submitted to the faculty of the

Hufstedler School of Education
in partial fulfillment of the requirements for the degree of
Doctor of Psychology at
Alliant International University, Irvine, California
by
Antoinette Martinez Vallejos, M.S.
March 16, 2010
UMI Number: 3406501
All rights reserved

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STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES

PRIOR TO REFERRAL FOR SPECIAL EDUCATION
ASSESSMENT
A doctoral project submitted to the faculty of the

in partial fulfillment of the requirements for the degree of
Doctor of Psychology at
Alliant International University, Irvine, California
by
March 16, 2010
Copyright by
Antoinette Martinez Vallejos
2010
ALLIANT INTERNATIONAL UNIVERSITY Irvine

The doctoral project of Antoinette Martinez Vallejos, directed and approved by the
candidate's Committee, has been accepted by the
Faculty of the Hufstedler School of Education
in partial fulfillment of the requirements for the Degree of
DOCTOR OF PSYCHOLOGY
3f/(of(o
DATE
Doctoral Project Committee:
Donald Wofford, Psy.D., Project Supervisor
William Brock, Ph.D., Academic Consultant
Ray Easier, Ph.D., Academic Consultant
11
DEDICATION
This doctoral project is dedicated to the reason my heart beats, my daughter,
Sarah Belle Vallejos. She inspires me to be a good role model for young women.
A positive motivator for me during this academic endeavor was remembering my
family's "Support, Support, Support" throughout the years. I thank God for my family
and my friends. Their love, support, patience, and encouragement have helped me
through the pursuit of my doctoral degree.
This is also dedicated to my late husband who always encouraged me to pursue
my doctorate so he could call me "Dr. Hon(ey)."
in
ACKNOWLEDGMENTS
There are so many people I would like to acknowledge for their help and guidance
throughout this endeavor.
My thanks go out to my doctoral project committee. Dr. Don Wofford receives
much gratitude for his guidance as my project supervisor. He was a motivator to help me
complete this project, as well as the Psy.D. program. Dr. Bill Brock was helpful in
organizing my project and gave me much needed feedback. Dr. Ray Easier has been
guiding and supporting me since the beginning of my tenure as a school psychologist in
2001. I appreciate his openness, expertise, and help throughout these years.
Many thanks go to Val Verde USD for allowing me to give my presentation to the
staff at Tomas Rivera Middle School and to Mr. Ernesto Lizarraga, the school's
outstanding principal, for his dedication and leadership to the middle school and to the
people of Mead Valley. A big thank you goes out to the staff of Tomas Rivera Middle
School for their feedback and support throughout the presentation.
I thank my friends and colleagues, particularly Linda S. Wilson and Rick
Aeschliman, for their insight and support while I worked on this project.
To the brilliant ladies of my cohort, you know who you are.. .1 suspect I would
have lost my way without you there to support me. I counted on you to help me keep
focused, striving for my best in order to keep up with you. Thank you.
IV
TABLE OF CONTENTS
Dedication
Acknowledgments
List of Tables
Vita
Abstract of the Doctoral Project
iii
iv
vii
viii
ix
CHAPTER I
INTRODUCTION
Statement of the Problem
Purpose of the Project
Definition of Term
Organization of the Doctoral Project
Significance of the Project
1
1
1
2
2
3
CHAPTER H REVIEW OF THE LITERATURE

Overview
Legislative History
Public Law 94-142
Individuals With Disabilities Education Act
Individuals With Disabilities Education Improvement Act of 2004
Definition of Emotional Disturbance
Assessment for Emotional Disturbance
Disproportionate Representation of Minorities
Intervention Strategies for Students With Behavioral Issues
Pre-Referral Models
Student Success Teams
Response to Intervention (Behavior and Academic)
School-Wide Positive Behavior Support
Teacher Perceptions of Referral Process
4
4
4
4
5
5
6
7
8
11
14
14
15
17
18
CHAPTER m METHODOLOGY
Restatement of the Problem
Definitions of Terms
Purpose
Expected Outcomes
Design
Program Features
Implementation Considerations
Program Development
Draft Evaluation Tool
Draft Curriculum
Draft Physical Presentation
Expert Review
20
20
20
21
21
21
22
22
22
22
23
23
23
v
Produce Final Project

Selection of Field Test Group
Field Test
Collect and Organize Evaluation Data
Task/Timeline
Assumptions and Limitations
Dissemination Plan
Anticipated Results
24
24
24
25
25
26
26
27
CHAPTER IV OVERVIEW OF RESULTS

Overview of Methodology
Expert Reviewer Feedback Summary
Revisions Based on Expert Reviewer Feedback
Field Test Summary
Revisions to Presentation Based on Field Test
Overview of Results
28
28
29
30
33
35
35
CHAPTER V SUMMARY AND RECOMMENDATIONS

Overview of Results
Limitations
Dissemination Plan
Conclusion
36
36
37
38
39
REFERENCES
40
APPENDICES
A. EXPERT REVIEWER EVALUATION FORM
46
B. VERBATIM EXPERT REVIEW RESPONSES
48
C. IN-SERVICE EVALUATION FORM
50
D. VERBATIM FIELD TESTING RESPONSES
52
E. SUPPLEMENTAL HANDOUT
54
F. IN-SERVICE POWERPOINT PRESENTATION
62
VI
LIST OF TABLES
Table 1: Expert Review Feedback
32
Table 2: Results of Field Test
34
vu
VITA
1995
B.A., Sociology/Anthropology
New Mexico Highlands University
Las Vegas, NM
2001
School Psychologist Intern

RCSELPA/CNUSD
Riverside, CA/Corona, CA
2001
M.S., School Psychology

National University
Costa Mesa, CA
2001-Present
District School Psychologist

Val Verde USD
Perris, CA
Vlll
ABSTRACT OF THE DOCTORAL PROJECT

Strategies for Students With Behavioral Issues
Prior to Referral for Special Education
Assessment
by
Candidate for Doctor of Psychology
Alliant International University, Irvine
2010
Donald A. Wofford, Psy.D., Project Supervisor
By law, public schools need to exhaust all general education services prior to
referral for special education services (IDEA, 1990). Unfortunately, many teachers are
unaware of the pre-referral interventions they can employ to teach children displaying
behavior problems. The review of literature focused on the following: (a) legislative
history, (b) assessment for special education eligibility under the category of emotional
disturbance, (c) disproportionate representation of minorities in special education, (d)
pre-referral models, and (e) intervention strategies for students with behavioral and
emotional problems. This project helped determine that a presentation regarding
emotional disturbance criteria and pre-referral interventions is useful and
beneficial to general education teachers who work with students with behavioral issues to
help provide appropriate referrals for special education assessment.
Chapter I
INTRODUCTION
Statement of the Problem

In California, for the 2008-2009 school year, 678,105 students received special
education services. Of those students, 27,124 (4%) were eligible as students with an
emotional disturbance. In the Val Verde Unified School District, a school district
servicing parts of Penis, Moreno Valley, and Riverside, California, 1590 students
received special education, and 65 (4%) of those students were eligible under the
emotional disturbance criteria (California Department of Education, 2009).
As research has become progressively available on the topic of emotional
disturbance, much emphasis has been placed on how to provide appropriate pre-referral
services for children who may meet California's education code criteria. By law, public
schools need to exhaust all general education services prior to referral for special
education services (Individuals With Disabilities Education Act [IDEA], 1990).
Unfortunately, many teachers are unaware of the pre-referral interventions they can
employ and feel under-qualified to teach children displaying behavior problems.
Purpose of the Project

This doctoral project describes a process for developing a presentation on
behavior disorders, including emotional disturbance, for middle-school teachers. Based
on research findings pertinent to general educators who teach middle-school students
1
with behavioral issues, the presentation covered information about behavior disorders in
order to promote awareness of emotional disturbance. The presentation included
information on classroom management, as well as interventions that teachers can use to
meet the unique needs of students with behavioral issues and possible emotional
disturbance in order to assist in making appropriate referrals for assessment for possible
special education services. The methods used in the project included expert content
review of the presentation, as well as a field-testing of the presentation.
Definition of Term
Behavioral Issues: For the purpose of this study, behavioral issues include
behaviors that may warrant a referral to the discipline office. Such behaviors include (a)
talking back to the teacher, (b) refusal to work, (c) defiance/disruption, (d) fighting, (e)
bullying other students, (f) making unacceptable noises, (g) off-task behavior, (h)
throwing items across room, and (i) not sitting down as requested.
Organization of the Doctoral Project

This doctoral project begins with a review of pertinent literature related to the
Individuals With Disabilities Education Act (IDEA), emotional disturbance, and prereferral intervention strategies. Based on the information gathered, a presentation was
developed to provide an in-service to general education middle school teachers. The
methods include expert content review and field-testing of the presentation. Results will
follow in subsequent chapters.
Significance of the Project

The significance of this project was to determine whether a presentation of IDEA,
emotional disturbance criteria, and pre-referral interventions would be useful and
beneficial to general education teachers who work with students with behavioral issues.
The presentation could potentially provide an important source of information for general
education teachers attempting to provide quality classroom management and educational
services to students with challenging behaviors.
Chapter II
REVIEW OF THE LITERATURE
Overview
Emotional Disturbance has been one of the country's most discussed eligibility
codes. It is also referred to as Serious Emotional Disturbance. This review of the
literature focuses on the following: (a) legislative history, (b) the definition of emotional
disturbance, (c) assessment for special education eligibility under the category of
emotional disturbance, (d) disproportionate representation of minorities in special
education under the category of emotional disturbance, (e) pre-referral models for
students with behavioral and emotional problems, and (f) intervention strategies for
students with behavioral issues.
Legislative History
Public Law 94-142
In 1975, President Ford and Congress passed the Education for All Handicapped
Children legislation, which aimed to improve educational opportunities for handicapped
children and adults under the provisions of a free appropriate public education. Public
Law 94-142 (Education for All Handicapped Children Act, 1975) provided that all
children and adults ages 3 to 21 be educated in the "least restrictive environment" to the
maximum extent possible. According to the United States Department of Education Web
site (U.S., 2009), in 1970, U.S. schools educated only 1 in 5 children with disabilities,
4
and some states excluded children who were deaf, blind, emotionally disturbed, or
mentally retarded.
Individuals With Disabilities Education Act

In 1990, PL 94-142 was changed to the Individuals With Disabilities Education
Act (IDEA) and was amended to include education for children with disabilities from
birth to age 21. Further amendments included the initiatives for transitions from high
school to living as an adult (U.S., 2009). The 1997 amendments to IDEA dictated that
transition planning begin at the age of 14 and that the Individualized Education Plan
(IEP) must include who is responsible for transition activity. Transition activities include
(a) identifying appropriate employment or other adult living objectives, (b) referrals to
community agencies, and (c) linking to other community resources and follow-up
services.
Individuals With Disabilities Education

Improvement Act of 2004
The reauthorization of IDEA was signed into law by President George W. Bush.
The Individuals With Disabilities Education Improvement Act (IDEIA) expanded the
requirements of PL 94-142 and IDEA, as well as made sure that preventive services were
provided to students placed at risk for special education referral or placement (U.S.,
2009).
Definition of Emotional Disturbance

Emotional Disturbance (ED) is defined in the Individuals With Disabilities
Education Act (1997) and the Individuals With Disabilities Education Improvement Act
(2004) as a condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child's educational
performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or
health factors; (b) an inability to build or maintain satisfactory interpersonal relationships
with peers and teachers; (c) inappropriate types of behavior or feelings under normal
circumstances; (d) a general pervasive mood of unhappiness or depression; and (e) a
tendency to develop physical symptoms or fears associated with personal or school
problems.
Emotional disturbance includes schizophrenia. The term does not apply to
children who are socially maladjusted unless it is determined that they have an emotional
disturbance (IDEIA, 2004).
The definition of emotional disturbance is ambiguous and has been interpreted
several ways. The social maladjustment exclusion clause has been referred to as
"convoluted, circular, and borders on oxymoronic" (Gresham, 2005, p. 330).
Simmons, Novins, and Allen (2000) conducted an analysis of the existing
definitions of Serious Emotional Disturbance from Circles of Care communities serving
American Indian and Alaskan Native children and their families. In this analysis, it was
noted that seven of the nine grantees produced their own definitions for participation in
their community focus groups.
Assessment for Emotional Disturbance

The assessment process is complex, and typical methods of assessment for an
emotional disturbance include multiple sources and multiple methods as an attempt to
obtain a full understanding of a student's learning ability and behavioral and emotional
development. Methods used in the assessment process include (a) interviews, (b)
observations of behavior, (c) behavior rating scales, and (d) psychological testing
(including projective tests).
Guidubaldi, Perry, and Walker (1989) indicated that major improvements with
regard to assessment have occurred, particularly in cognitive measures. These
improvements have led to emphasis on social competence and adaptive behavior.
Wingenfeld (2002) indicated that many students meet diagnostic criteria for more
than one disorder. Attention deficit hyperactivity disorder (ADHD) is one such disorder.
Wingenfeld (2002) reported that 44% of children with ADHD were likely to meet
diagnostic criteria for another disorder, with 11% having at least three other disorders.
The presence of learning disabilities among students with ADHD is estimated to be from
15% to 60% (Wingenfeld, 2002). Another disorder that has a high incidence of comorbidity is depression. Wingenfeld also indicated that the high co-morbidity of certain
childhood disorders leads to implications in terms of understanding, assessment, and
treatment.
Tofallo and Pedersen (2005) reviewed hypothetical referral forms to determine
the weight a psychiatric diagnosis had on a school psychologist's decision regarding a
student's eligibility. It was determined that the presence of a diagnosis significantly
predicted the recommendation for special education eligibility.
7
Epstein, Nordness, Cullinan, and Hertzog (2002) investigated the reliability for
long-term test-retest of the Scale for Assessing Emotional Disturbance (SAED), a
standardized, norm-referenced instrument used to determine eligibility for the federal
educational definition of emotional disturbance. The validity of the SAED was compared
to several subscales of the Systematic Screening for Behavior Disorders. The results
indicated that the SAED is reliable and valid for identifying young students who may
meet eligibility criteria as emotionally disturbed.
Forness et al. (1998) studied two cohorts of second-grade students who were
screened for emotional and behavioral disorders (EBD). Students considered at risk for
EBD were at 16.9%, and most of those participants were identified as having disabilities
other than emotional disturbance. Only 4% of the students who were viewed as at-risk
for EBD were identified by the schools as having ED.
Disproportionate Representation of Minorities

The U.S. Department of Education, Office of Special Education Programs
released a series of documents to address final regulatory requirements to IDEIA
regulations. One of the documents focused on disproportionality and over-identification
(U.S. Department of Education, 2007). The IDEIA regulations indicated that the states
must have policies and procedures designed to prevent the over-identification and
disproportionate representation by race and ethnicity of children as children with
disabilities. Each state is also required to provide for the collection and examination of
data to determine whether disproportionality based on race and ethnicity is occurring, as
well as disproportionality based on the particular impairment and academic placement.
8
The incidence, duration, and type of disciplinary actions, including suspensions and
expulsions, are also required in each state's report.
Salend, Duhaney, and Montgomery (2002) indicated that the reasons for the
disproportionate representation of cultural and linguistic minority students in special
education are complex. They recommended the following interventions to address the
issues:
1. Maintain a database to examine issues related to disproportionate
representation.
2. Offer equal access to quality pre-referral and ancillary services.
3. Revise assessment practices, including use of alternative assessment practices
and distinguishing cultural, linguistic, and experiential factors from learning and
behavioral difficulties.
4. Diversify the composition of the multidisciplinary planning team and offer
training.
5. Diversity the composition of the multidisciplinary planning team and offer
training using culturally responsive curricula and instructional strategies and materials
that use culturally appropriate behavior management strategies, promoting family
involvement and empowerment, recruiting and retaining a diverse staff, and preparing
educators to work with diverse learners.
In a review of appropriate ways to serve culturally diverse children who are
eligible for special education due to serious emotional disturbance, Cartledge, Kea, and
Simmons-Reed (2002) indicated that half of the U.S. population is projected to be of
Hispanic, African American, Native American, or Asian/Pacific Islander by the year
9
2050. There is an overrepresentation of minority youth in programs for children with

behavior problems or in the juvenile system. Cartledge et al. indicated that cultural
competency will be required for assessing and treating children with emotional
disturbance and asserted that if early intervention strategies had been in place or if there
were more emphasis on prevention, many of the problems with regard to this
overrepresentation could be lessened.
According to Green (2005), in 2002, the Council for Exceptional Children
indicated that African Americans are twice as likely to be labeled Emotionally Disturbed.
Green (2005) discussed an adaptation of A. A. Ortiz's (2002) "Prevention of School
Failure and Early Intervention for English Learners" to meet the educational needs of
African American students. The three phases include the following: Phase I: Prevention
of School Failure Among English Language Learners, Phase II: Early Intervention for
Struggling Learners, and Phase III: Special Education Referral. The adoption of these
phases would encourage the acceptance of linguistic and cultural diversity along with
collaboration between school and community, beginning with a positive school climate
and using strategies known to be effective for children of color and professional
development. Early intervention is the use of effective and efficient general education
supports and services to improve academic performance of students who are struggling,
thus reducing inappropriate assessment referrals for special education.
Although early intervention is encouraged, it is not intended to keep students from
receiving special education services. If interventions fail and all resources have been
exhausted, it is appropriate to refer students for special education consideration. Green
(2005) indicated that effective prevention and early intervention strategies should
10
"include the voices of cultural brokers" (p. 39), and that they, along with parents, must be
involved in the entire prevention and early intervention process.
Review of the demographics from the Special Education Elementary Longitudinal
Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) (Wagner,
Kutash, Duchnowski, Epstein, & Sumi, 2005) indicated that of the general population in
elementary and middle school, 17.1 to 22.2% are African American. Twenty seven
percent are labeled with emotional disturbance.
Diversity awareness is paramount in today's classrooms, where teachers are
required to educate students who vary in culture, language, abilities, and other
characteristics (Richards, Brown, & Forde, 2007). It is noted that for many students,
there is a gap between the behaviors required at home and at school. The authors
recommended that the teachers, in order to build student success, help bridge that gap.
Intervention Strategies for Students With

Behavioral Issues
Carter, Lane, Pierson, and Gleaser (2006) conducted a study on the selfdetermination of adolescents with emotional disturbance and learning disabilities from
the perspectives of special educators, parents, and the students themselves. Although
there were differences in the self-determination ratings, it was noted that adolescents with
ED were found to have lower ratings than their learning disabled counterparts, most
notably with differences from the perspective of the teacher. Students with ED indicated
that they had limited opportunity at school and home to engage in self-determined
11
behavior, differing from their parents' and teachers' assessments. This study implies that
teaching self-determination skills may increase positive student outcomes.
Merrell, Juskelis, Tran, and Buchanan (2008) reported on results of three pilot
studies that were conducted to evaluate the Strong Kids and Strong Teens socialemotional learning programs aimed at increasing students' knowledge of positive socialemotional behavior. All three studies reported statistically significant positive changes
after receiving weekly 1-hour lessons and associated assignments for 12 weeks. These
results indicated the importance of social and emotional learning as a way to promote
mental health among students in schools.
Wagner et al. (2005) reviewed the Special Education Elementary Longitudinal
Study and the National Longitudinal Transition Study-2 and surmised that children and
youth with ED live in households with multiple-risk factors for poor life outcomes.
Students with ED have multiple deficits in emotional well-being, communication skills,
and academics. It is noted that emphasis is needed in programs that address the entire
child, including academic and behavioral needs.
Culturally Responsive Pedagogy is introduced as a response to support the
achievement of all students. Effective teaching is seen as culturally supported and
learner-centered, where student strengths are "identified, nurtured, and utilized to
promote student achievement" (Richards et al., 2007, p. 64). There are three ingredients
to culturally responsive pedagogy: (a) institutional, which includes the school
administration and its policies and values; (b) personal, which refers to the teachers'
required cognitive and emotional processes; and (c) instructional, which includes
materials, strategies, and activities related to the instruction.
12
Zionts, Zionts, Harrison and Bellinger (2003) interviewed families of urban

African American children who were receiving special education services for severe
emotional or cognitive disabilities about their perceptions of cultural sensitivity
demonstrated by the school district. Six themes materialized: (a) respect for parents and
children by school personnel, (b) perceived negativity toward child and/or parents by the
school, (c) need for information and assistance using community support services, (d)
desire for greater cultural understanding and demonstrated acceptance of differences by
school personnel, (e) issues of quality and training among teachers and other school
personnel, and (f) improved teacher-parent and parent-parent partnerships.
"Culturally Responsive" classroom practices are what Harris-Murri, King, and
Rostenberg (2006) asserted to be appropriate. These classrooms acknowledge the
presence of culturally diverse students and the need for connection to each other, the
teacher, and the tasks required.
Mclntyre (1996) answered in the affirmative to the two following questions: (a)
Can one's cognitive style be misinterpreted as a learning or behavioral disability? and (b)
Could failure to match teaching styles to a student's culturally determined ways of
learning, knowing, and expressing actually create an emotional and/or behavioral
problem? Mclntyre indicated that one of the most common systems of differentiating
cognitive styles is on a continuum from field-independent to field-dependent, which
differ in the strategies and types of materials they incorporate most easily. EuropeanAmericans tend to be field-independent, where learning styles are more impersonal,
analytic, rational, and reason-bound. Most teachers are field-independent and tend to
teach in a field-independent way by promoting individualized work, personal
13
achievement, and competition among students. This teaching style conflicts with the
preferred learning method of the field-dependent students who tend to be more grouporiented, have proficient social skills in dealing with diverse students, are less
competitive with their peers, and are more sensitive to the reactions of key adults.
Pre-Referral Models
Prevention and early intervention are not intended to discourage teachers from
making referrals for a special education assessment; pre-referral is helpful for preventing
referral of students whose problems result from factors other than a disability (Garcia &
Ortiz, 2006).
Student Success Teams

Pre-referral intervention has been traditionally used for academic problems.
Consistently, boys are more often referred than girls for Student Success Team review,
and they are more often referred for behavior problems than girls (Del'Homme, 1996).
Early identification of students with emotional disturbance may be related to the
exclusion of students with social maladjustment from the ED eligibility criteria. The
exclusion may lead school personnel to not consider behavior and discipline referrals as
signs of potential mental health problems (DerHomme, 1996).
14
Response to Intervention (Behavior and

Academic)
Response to Intervention (Rtl) is based on the concept of determining whether a
student is making adequate growth in academic or behavioral performance as a result of
an intervention. According to Gresham (2005), Rtl is a concept found in other fields,
particularly in the field of medicine where physicians use the Rtl principles daily in their
practices. Gresham indicated that the baseline data of weight, blood pressure, and heart
rate are gathered at each appointment. If any of those measures, which are established
benchmarks for typical functioning, are found to be atypical, the physicians may
recommend a change in diet. If, at the next appointment, when the same indicators are
measured again and if they do not show a positive change, then the physician may put a
patient on a specific diet and an exercise regime. If there is no change when the
indicators are re-measured, the physician may prescribe a blood pressure medication.
Gresham (2005) further indicated that several points should be noted in the Rtl
example discussed; first, the intensity of the intervention is increased only after there is
an inadequate response to intervention; second, decisions are based on objective data
(e.g., weight); third, data are based on well-established indicators and benchmarks of
typical functioning; and finally, treatment intensity is based on collection of more and
more data. Gresham asserted that Rtl can be used in the school system to make
educational decisions for students.
Purported advantages of using an Rtl approach in the identification of students
with emotional and behavioral disorders include the following: (a) early intervention for
behavioral difficulties, (b) behavior difficulties conceptualized as at-risk instead of as
15
deficits may lead to a reduction of overrepresentation of certain minority groups, and (c)
focus is on student outcomes (Gresham, 2005).
Stewart, Benner, Martella, and Marchand-Martella (2007) conducted an in-depth
review and meta-analysis of 17 studies of three-tier models of reading and behavior. It
was determined that one or more levels of these three-tier models led to improved reading
or behavior performance. The tiers defined for the purpose of this meta-analysis are
indicated as follows: Tier I implements universal behavioral procedures for all students
for which approximately 80% to 90% of students will respond. In Tier II, behavioral
interventions are implemented in small groups for students who are at risk for school
failure. These interventions are intended for students who have not responded positively
to universal approaches. The students in Tier II may be at risk for future behavioral
problems and are about 5% to 10% of the school population. Tier III is composed of
focused interventions for students (approximately 1% to 5%) who are failing in school
and who exhibit chronic patterns of violent, disruptive, or destructive behavior. They
typically account for 40% to 50% of all behavior disruptions in a school.
Harris-Murri et al. (2006) presented an argument for having a culturally
responsive Rtl approach in order to reduce the overrepresentation of minority groups
regardless of the students' suspected disability. It is reported that there are two versions
of Rtl: the problem-solving model and the standard-protocol model. With the problemsolving model, research-based interventions are used to address the students' deficits.
The standard-protocol model uses research-based interventions that have been proven
effective with students with similar difficulties.
16
There are four tiers associated with Rtl, as presented by Klingner and Edwards (as
cited in Harris-Murri et al., 2006). The first tier includes quality instruction within the
general education classroom conjoined with ongoing progress monitoring. The second
tier provides intensive interventions, while the third tier enlists the help of fellow teachers
through teacher teaming. The fourth tier includes consideration for assessment of
academic skills and the need for special education. Harris-Murri et al. considered Rtl as
one of the most promising preventive approaches for reducing minority disproportionate
representation in ED.
School-Wide Positive Behavior Support

One of the most promising interventions for use with students with behavior
problems is the School-Wide Positive Behavioral Support. Interventions, such as the
ones implemented in the Algozzine and Algozzine study (2007), consider a practical
approach to improving classroom and school behavior. Their interventions included the
following for increase in positive classroom behavior, as well as for future research
considerations: (a) establishing uniform rules for behavior across grades K-2 and 3-5
classrooms, (b) establishing uniform procedures for addressing rule violations across all
classrooms, (c) systematically monitoring improvements in classroom behavior after
implementing the system, (d) systematically monitoring improvements in other behaviors
after implementing the system, (e) establishing a procedure for managing students who
fail to make progress in the system, (f) identifying critical levels of treatment
implementation for all components of the system, and (g) conducting additional research
of effects across schools with differing demographics.
17
Algozzine and Algozzine (2007) purported that the application of positive

behavior supports helps administrators, teachers, and other school personnel to achieve
socially important behavior changes. Their research suggests that when schools
implement positive behavior interventions and supports at the school level, then teachers
are likely to create classrooms that are positive and that encourage students to be
dynamic, on-task participants in learning.
George, White, and Schlaffer (2007) reviewed two schools that apply school-wide
positive-behavior support and discovered common characteristics of implementation.
These characteristics include (a) leadership, (b) school-wide agreements, (c) class-wide
interventions, (d) resources, and (e) organizational restructuring. The findings of the
George et al. study indicated that school-wide positive-behavior support makes changes
and has the capacity to transform the core behavior patterns within the school; it is also
indicated that meaningful change is possible only if systems are restructured in a manner
that enables change to occur and that any change, if properly managed, can sustain well
into the future.
Teacher Perceptions of Referral Process

Harris-Murri et al. (2006) indicated that a challenge with the use of a culturally
responsive problem-solving model is understanding the reasoning behind the referral for
special education. The general education teacher is typically the generator of the referral.
It was recommended that consideration be made regarding teacher attitudes, perceptions,
expectations, and knowledge. The "why" of the referral should be examined to
18
determine its appropriateness. Often, teachers neglect to consider their contributions to

the students' behavioral and learning patterns (Harris-Murri et al., 2006).
With increasing numbers of students with culturally diverse backgrounds and a
predominantly white female teaching force, cultural misunderstandings are apt to occur
and can affect both parties negatively (Cartledge & Loe, 2001). With school-wide
positive behavior support and cultural sensitivity, positive changes can be made to
support the students as well as the teaching staff.
Daily Behavior Report Cards (DBRC) are often used as an intervention for
students who have behavioral concerns. Chafouleas, Riley-Tillman, and Sassu (2006)
indicated that DBRCs are used with students ranging from preschool to high school for
numerous objectives such as producing academic performance to producing positive
behavior change. In their study, Chafouleas et al. surveyed 1,000 teachers about their use
of DBRCs. Two thirds of responding teachers indicated that they had used versions of
the DBRC in their practices. The wide use of DBRCs did not appear to be limited to a
particular type of situation, although use was more popular among teachers working with
elementary or special education student populations. The teachers also indicated an
overall acceptability for DBRCs as both behavior-monitoring tools and as components in
interventions.
19
Chapter III
METHODOLOGY
Restatement the Problem

Many teachers in the middle schools are unaware of the criteria for special
education eligibility under California Education Code or of the Response to Intervention
model of pre-referral for special education assessments. In addition, many teachers feel
unarmed to work with students who have behavior issues. This study proposed that an
in-service presentation about these topics would be beneficial to teachers.
Definitions of Terms
Response to Intervention: For the purpose of this study, Response to Intervention
(Rtl) is the concept of determining whether a student is making adequate growth in
academic or behavioral performance as a result of an intervention.
Behavioral Issues: For the purpose of this study, behavioral issues include
behaviors that may warrant a referral to the discipline office. Such behaviors included (a)
talking back to the teacher, (b) refusal to work, (c) defiance/disruption, (d) fighting, (e)
bullying other students, (f) making unacceptable noises, (g) off-task behavior, (h)
throwing items across the room, and (i) not sitting down as requested.
20
Purpose
The purpose of this project was to determine whether a school-wide in-service on
special education eligibility criteria and strategies on dealing with students with behavior
issues would be perceived as helpful to teachers.
Expected Outcomes
This researcher anticipated that the teachers who received this in-service would be
more knowledgeable about California Education Code eligibility criteria for special
education, Response to Intervention, and strategies on working with students with
behavior issues. Referrals for assessment for emotional disturbance consideration may be
reduced, and focus can be given to pre-referral strategies and prevention activities.
Design
The content of this project's in-service training was to give teachers an overview
of the California Education Code criteria for students with an Emotional Disturbance,
Response to Intervention, and strategies on working with students with behavior issues.
Emphasis was on giving strategies to general education teachers prior to referral for
assessment for ED due to California's Education Code requirement to exhaust all general
education resources prior to referral for special education services.
21
Program Features
Delivery of in-service was conducted via an in-service training program at a
middle school in Southern California. It was designed as an overview of the California
Education Code criteria for ED, Rtl, and pre-referral intervention strategies.
Implementation Considerations
Due to the high number of referrals for evaluation for assessment for emotional
disturbance, teachers were asked to report if they were more confident in their classroom
management techniques and if they would refer fewer students who are behavior issues
due to the strategies learned in the in-service. More effective classroom management
may affect school-wide discipline issues and lower referral rates for special education
evaluations for emotional disturbance, allowing school psychologists to focus on
prevention strategies rather than intervention strategies.
Program Development
Draft Evaluation Tool
In order to develop the behavioral intervention in-service, anticipated outcomes of
the in-service were considered. These projected outcomes were used to draft an
evaluation tool to be completed by the teachers to provide feedback of their views of the
in-service. Teachers were asked a series of questions using a 5-point Likert scale,
considering the following: (a) how much the in-service increased their awareness of
special education eligibility criteria under California Education Code, (b) their comfort
dealing with students with possible ED or other behavioral issues, (c) what constitutes a
22
referral for an ED assessment, (d) Response to Intervention, (e) data and progress
monitoring, and (f) whether the in-service was helpful in daily classroom management
techniques.
Draft Curriculum
An in-service was designed to include general information about special
education eligibility criteria under California Education Code, emotional disturbance
criteria under California Education Code, Response to Intervention, and strategies for
working with students with behavior issues.
Draft Physical Presentation

A PowerPoint presentation was designed and used to disseminate information and
strategies to teachers regarding special education eligibility criteria, emotional
disturbance eligibility criteria, Response to Intervention, and strategies for working with
students with behavior issues. The school psychologist who is assigned to the middle
school presented the information on the PowerPoint on February 3, 2010.
Expert Review
Prior to the in-service, the school psychologist consulted with a team of eight
expert reviewers to determine whether the content of the PowerPoint presentation was
acceptable and whether it would be useful to teachers. The expert reviewers included
former teachers, practicing school psychologists, and a professor of School Psychology,
all who reside in Southern California. These expert reviewers had extensive knowledge
23
of special education eligibility criteria, including emotional disturbance and Rtl, and are
aware of helpful strategies used to work with students with behavioral issues.
Produce Final Project

After the expert reviewers have given their opinions, corrections, and additions in
regard to the draft physical presentation, the school psychologist produced a final
PowerPoint presentation to deliver to a middle school's teaching staff during the monthly
staff meeting.
Selection of Field Test Group

The selection of a Field Test Group is based on availability and staff needs. In
review of referrals for assessments for Emotional Disturbance, it appeared that of four
middle schools in the Val Verde Unified School District, the school that housed the
Special Day Classes for students with Emotional Disturbance had a higher rate of
referrals. The researcher was approached by school administration indicating that there
was a need for a teacher in-service on emotional disturbance criteria and strategies on
how to work with students with behavior issues.
Field Test
The school psychologist conducted a 45-minute PowerPoint presentation
discussing California Education Code eligibility criteria for special education services.
The in-service focused on Emotional Disturbance and strategies on working with students
with an emotional disturbance at one middle school's scheduled monthly staff meeting.
24
After the presentation, an evaluation form was disseminated, and participants were asked
to complete the form, indicating their assessment of the appropriateness and usefulness of
the in-service content (their agreement of a series of questions using a Likert scale). The
participants were also given the opportunity to make additional comments on the
evaluation form. They were publicly thanked for their evaluations and comments
regarding the in-service they received.
Collect and Organize Evaluation Data

The school psychologist then collected the evaluation forms from the participants.
On a spreadsheet, the researcher tallied the results of the evaluation forms and determined
whether the in-service presentation was beneficial in expanding the teacher's knowledge
of special education eligibility criteria, California Education Code for Emotional
Disturbance, Response to Intervention, and strategies on working with students with
behavior issues.
Task/Timeline
The date of acceptance for this study's proposal was December 15, 2009. The
content of the in-service was considered and completed on December 30, 2009. The
program was discussed with the principal of the middle school, and a date for the inservice was scheduled on January 10, 2010. The draft evaluation tool, in the form of an
evaluation form, was completed on January 10, 2010. The draft curriculum and draft
physical presentation, in the form of a PowerPoint presentation, was completed by
February 1, 2010. An expert review was conducted on February 1 and 2, 2010.
25
Production of the final project with revisions made using feedback from the expert
reviewers was completed on February 2, 2010. Selection of the field test group was
made on January 10, 2010 when the in-service was scheduled. Field-testing was
completed on February 3, 2010. Collection and organization of evaluation data was
complete by February 8, 2010. Chapters IV and V of the doctoral study were completed
on March 2, 2010. The final defense of this doctoral study was scheduled for March 16,
2010.
Assumptions and Limitations

This doctoral project was completed in Southern California. An assumption is
that the teachers who work in the Val Verde USD have the same concerns regarding their
views of students with behavior issues. There was a limited test population in this study
proposal. Expert reviewers all work or live in Southern California.
Dissemination Plan
Based on the outcome of the evaluation data, this researcher would like to conduct
several in-service workshops with the remaining three middle schools, as well as the
elementary and high schools in the Val Verde Unified School District. This researcher
plans to present this in-service to the Riverside County Special Education Local Planning
Area for consideration in area-wide trainings. Future dissemination plans include
presentation at professional meetings and publication in school psychology-related
newsletters and Web sites.
26
Anticipated Results
Teachers who attended the Emotional Disturbance and Pre-Referral Interventions
in-service training were anticipated to feel more comfortable and confident with their
general knowledge of special education eligibility criteria, particularly when working
with students with the classification of emotional disturbance. They were anticipated to
have more knowledge of Response to Intervention pre-referral activities, as well as a
toolbox of strategies to use while working with students with behavioral issues.
27
Chapter IV
OVERVIEW OF RESULTS
Many teachers in the middle schools are unaware of the criteria for special
education eligibility under California Education Code or of the Response to Intervention
model of pre-referral for special education assessments. Many teachers feel unarmed to
work with students who have behavior issues. An in-service presentation about these
topics was made to 41 general education and special education teachers on February 3,
2010.
Overview of Methodology
issues would be perceived as helpful to teachers. In order to develop the behavioral
strategies in-service, anticipated outcomes of the in-service were considered. These
projected outcomes were used to draft an evaluation tool for the teachers to provide
feedback of their views of the in-service.
An in-service was designed to include general information about special
education eligibility criteria under California Education Code, emotional disturbance
criteria under California Education Code, Response to Intervention, and strategies for
working with students with behavior issues. A PowerPoint presentation was developed
and used to disseminate information and strategies to teachers regarding special
28
education eligibility criteria, emotional disturbance eligibility criteria, Response to

Intervention, and strategies for working with students with behavior issues. The school
psychologist assigned to the middle school presented the information using the
PowerPoint slide presentation program. Prior to the in-service, the school psychologist
consulted with a team of eight expert reviewers to determine whether the content of the
PowerPoint presentation was acceptable and whether it would be useful to teachers.
After the expert reviewers expressed their opinions, corrections, and additions in regard
to the draft physical presentation, the school psychologist produced a final PowerPoint
presentation to deliver to a middle school's teaching staff during a monthly staff meeting.
After the presentation, an evaluation form was disseminated and participants were
asked to complete the form, indicating their assessment of the appropriateness and
usefulness of the in-service content (their agreement of a series of questions using a
Likert scale). The school psychologist collected the evaluation forms from the
participants. On a spreadsheet, the researcher tallied the results of the evaluation forms
and determined whether the in-service presentation was beneficial in expanding the
teacher's knowledge of special education eligibility criteria, California Education Code
for Emotional Disturbance, Response to Intervention, and strategies on working with
students with behavior issues.
Expert Reviewer Feedback Summary

The expert review was conducted in two parts. Two expert reviewers were sent
the PowerPoint presentation via e-mail along with an evaluation form. (Please refer to
Appendix A for the evaluation form.) One of those reviewers indicated that there were
29
no changes necessary; the other indicated that there were minor aesthetic revisions to be
made to the PowerPoint. On February 2, 2010, six expert reviewers were in the audience
of the actual PowerPoint presentation. Their feedback was gained via the same
evaluation form. Of the eight categories proposed, items 1, 2, 6, 7, and 8 were ranked as
either "Agree" or "Strongly Agree." Of the six respondents, two respondents each
marked Item 3 as "Neutral," "Agree," and "Strongly Agree." Item 4 had three responses
each for "Agree" and "Neutral." Of the three respondents to Item 5, two indicated
"Disagree," and one indicated "Agree." Each of the responses was given a number based
on a Likert Scale: "Strongly Disagree" was considered a 1-point response, "Disagree"
was a 2-point response, "Neutral" was considered a 3-point response, "Agree" was a 4point response, and "Strongly Agree" was considered a 5-point response.
The expert reviewers recommended more clarification of the California Education
Code criteria for Emotional Disturbance and advised giving examples of each of the
limiting criteria. More discussion on progress monitoring and data collection was
recommended, as well as additional examples of rules, schedules, and how to give
positive student feedback.
Revisions Based on Expert Reviewer Feedback

Based on the Expert Reviewer Feedback, the presenter revised the field tester
evaluation form by deleting two evaluation items: "I have a good understanding of how
Rtl can help with data and progress monitoring" and "The information was presented in a
clear manner." The presenter also added information to the presentation discussion
30
regarding California Education Code criteria for emotional disturbance that included
examples.
Table 1 illustrates the responses given by the eight expert reviewers.
31
Table 1
Expert Review Feedback
Item
Strongly
Disagree
(1)
Disagree
Neutral
Agree
(2)
(3)
(4)
Strongly
Agree
(5)
Mean
1. Teachers will have more

knowledge of special
education eligibility criteria.
4.4
2. Teachers who take this

training will have an increased
understanding of Rtl.
4.1
3. Teachers will have an

understanding of the ED
criteria per California
Education Code.
4.1
4. Teachers will have an

increased understanding of
what constitutes a referral for
an ED assessment.
3.6
5. Teachers will have a good

understanding of how Rtl can
help with data and progress
monitoring.
2.8
6. This in-service will be

useful to teachers' daily
classroom management.
4.6
7. The information was

presented in a clear manner.
4.6
8. Overall, this presentation

provided useful information
about positive behavior
interventions and classroom
management.
4.7
More discussion was used in the presentation in regard to progress monitoring and
data collection. Examples of rules, schedules, and how to provide positive feedback were
also included in the presentation, though additional slides were not added to the
presentation. (Verbatim responses to open-ended comments can be reviewed in
Appendix B.)
Field Test Summary

Of the 41 teachers present at the Behavioral Interventions In-Service training on
February 3, 2010, at Tomas Rivera Middle School, 31 submitted evaluation forms. (A
sample of the evaluation form can be viewed in Appendix C.) Two of the 31 evaluation
forms did not respond to all six items (i.e., one did not respond to Item 4, and one did not
respond to Item 5). One respondent indicated "Strongly Disagree" to all items while two
respondents indicated "Strongly Agree" to all items.
Items 1 and 4 each received a mean score of 3.9, Items 3 and 5 received a mean
score of 4, and Items 2 and 6 received a mean score of 4.2. In general, the feedback was
positive. Respondents were given an opportunity to provide feedback on the
supplementary materials. (Responses to this opportunity are given verbatim in Appendix
D.) The responses to the Field Test are illustrated by item in Table 2.
33
Table 2
Results of Field Test
Item
Strongly
Disagree
(1)
Disagree
Neutral
Agree
(2)
(3)
(4)
Strongly
Agree
(5)
Mean
1.1 am more aware of

special education eligibility.
19
3.9
2.1 have an increased

understanding of Response
to Intervention.
16
3.1 have an understanding

of the ED criteria per
California Education Code.
16
4.0
4.1 have an increased

understanding of what
constitutes a referral for
an ED assessment.
16
3.9
5. This in-service will be

useful to my daily classroom
management.
14
4.0
6. Overall, this presentation

provided useful information
about positive behavior
management.
15
12
13
4.2
4.2
Revisions to Presentation Based on Field Test

Due to the positive feedback received, the revisions to the PowerPoint
presentation were minimal. On each of the evaluation forms, there was an opportunity to
provide a suggestion for helping students who have behavior issues. Many of those
suggestions were added to the Behavioral Interventions: Tips for Teachers handout. (The
complete handout has been included in Appendix E.)
Overview of Results
In order to determine how effective the in-service was in increasing awareness of
special education eligibility criteria under California Education Code, understanding of
Response to Intervention, and understanding of what constitutes a referral for an ED
assessment, as well as whether the in-service was helpful in daily classroom management
techniques and whether the presentation provided useful information about positive
behavior interventions and classroom management, participants were asked to rate their
level of agreement or disagreement using a 5-point Likert scale.
Overall, there was agreement that the in-service provided useful information for
teachers when dealing with students who have behavioral concerns. Teachers who
attended the in-service training indicated more comfort with their general knowledge of
special education eligibility criteria. They have further knowledge of Response to
Intervention pre-referral activities, as well as a toolbox of strategies to use while working
with students with behavioral issues.
35
Chapter V
SUMMARY AND RECOMMENDATIONS

issues would be perceived as helpful to teachers. Many teachers in the middle schools
are unaware of the criteria for special education eligibility under California Education
Code or of the Response to Intervention model of pre-referral for special education
assessments. Many teachers feel unarmed to work with students who have behavior
issues. An in-service presentation about these topics was made to 41 general education
and special education teachers on February 3, 2010.
Overview of Results
In order to determine how effective the in-service was in increasing awareness of
special education eligibility criteria under California Education Code, understanding of
Response to Intervention, and understanding of what constitutes a referral for an ED
assessment, as well as whether the in-service was helpful in daily classroom management
techniques and whether the presentation provided useful information about positive
behavior interventions and classroom management, participants were asked to rate their
level of agreement or disagreement using a 5-point Likert scale. Each of the responses
was given a number based on a Likert Scale: "Strongly Disagree" was considered a 1point response, "Disagree" was a 2-point response, "Neutral" was considered a 3-point
36
response, "Agree" was a 4-point response, and "Strongly Agree" was considered a 5point response.
The expert reviewers recommended more clarification of the California Education
Code criteria for Emotional Disturbance and advised giving examples of each of the
limiting criteria. More discussion on progress monitoring and data collection was
recommended, as well as a request for additional examples of rules, schedules, and how
to give positive student feedback. Overall, there was agreement that the in-service
provided useful information for teachers when dealing with students who have behavioral
concerns. Teachers who attended the in-service training indicated more comfort with
their general knowledge of special education eligibility criteria. They indicated that they
have further knowledge of Response to Intervention pre-referral activities, as well as a
toolbox of strategies to use while working with students with behavioral issues.
The results of the in-service responses indicated that there may be limited teacher
preparation in behavior interventions and that in-service presentations on this subject may
be warranted in the future. The behavior intervention strategies could be used as a guide
during universities' teacher preparation classes and during the student-teaching part of
the teacher credential program.
Limitations
One limitation of this doctoral project was the sample size for the field-testing
portion. Teachers involved in the field-testing only represented one middle school from
one school district. A larger sample from within the school district as well as other
37
school districts would provide a wider variety of experiences, additional insight to the
content of the presentation, and additional items to the list of behavior support strategies.
This doctoral project was completed in Southern California. A limitation is that
the expert reviewers and field testers all work or live in Southern California. An
assumption is that the teachers who work in the Val Verde Unified School District have
the same concerns regarding their views of students with behavior issues.
Another limitation to consider is that every student is unique and different and all
the strategies contained in the presentation may not work for every single student, but
there are many that can be used successfully. There is a limited test population in this
study's proposal.
This presentation was specifically designed for teachers at the middle school
level. Though it is possible that the behavior support strategies can be used at the
elementary and high school levels, the development and field-testing occurred at the
middle school level.
Field-testing participants were asked to provide feedback regarding the usefulness
of the presentation to their daily classroom management. While their feedback is
considered valid, the usefulness of the presentation remains to be seen.
Dissemination Plan
This researcher would like to conduct several in-service workshops at the
remaining three middle schools, as well as at the elementary and high schools in the Val
Verde Unified School District. Every school has its unique culture and this presentation
will be used to facilitate discussion about the Rtl model for behavioral intervention and
38
school-wide positive behavioral supports. Many educator roles and duties may need to
be redefined to implement a change in positive behavior supports. This presentation may
be the catalyst the school district needs to make changes toward the Rtl model for
behavior supports and interventions.
This researcher also plans to present this in-service to the Riverside County
Special Education Local Planning Area for consideration in area wide trainings. Future
dissemination plans include presentation at professional meetings and publication in
school psychology-related newsletters and Web sites.
Conclusion
There was agreement that the in-service provided useful information for teachers
when dealing with students who have behavioral concerns. It is a reasonable assumption
that a presentation of this in-service may be beneficial to teachers working at other
middle schools. The positive behavior supports suggested in this doctoral project would
assist teachers in creating optimal learning environments for students with or without
behavioral concerns.
39
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40
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43
APPENDICES
44
APPENDIX A
Expert Reviewer Evaluation Form
45
BEHAVIOR INTERVENTIONS INSERVICE TRAINING

Evaluation of Content of PowerPoint Presentation
Date:
Presenter: Antoinette Martinez Valleios
Circle a number that matches your opinion on each statement.
After this presentation...

Teachers will have more knowledge of
special education eligibility criteria.
Teachers who take this training will have
an increased understanding of Rtl.
Teachers will have an understanding of
the ED criteria per California education
code.
Teachers will have an increased
understanding of what constitutes a
referral for an ED assessment.
Teachers will have a good understanding
of how Rtl can help with data and
progress monitoring.
This in-service will be useful to teachers'
daily classroom management.
The information was presented in a clear
manner.
Overall, this presentation provided useful
information about positive behavior
management.
Strongly
Disagree
Strongly
Agree
5
Disagree
Neutral Agree
One suggestion I have for helping a student with behavior issues is
Additional Comments:
Please complete your evaluation and place it at the assigned place. Your evaluation and comments are much
appreciated. Thank you!
46
APPENDIX B
Verbatim Expert Review Responses
47
BEHAVIOR INTERVENTIONS INSERVICE TRAINING

Evaluation of Content of PowerPoint Presentation
Q1 One suggestion I have for helping a student with behavior issues is:
Maladaptive versus ED clearly illustrating

Establishing a relationship with the student my increase good behavior.
Use timeaways, encouraging students to use journaling
Social skill groups/counseling? (Don't know if you mentioned these. Sorry
Early identification and trying new ideas that are creative & positive.
Set up a behavioral contract.
Q2 Additional Comments:
Possibly discussing more about progress monitoring & examples of progress

monitoring
Great job. You have a pleasant delivery & speak to the level of your audence
[sic]
Nice job! -Slow down & spend more time walking through tier 1. Add sample
rules, schedules, +feedback. Also mentioned in class: -role of the "committee"
meeting (change from SpecEd elig to pre-referral intervention) -distinguished
between approp. Spec ed referral & not.
Great pacing! Good information.
Do you want to ask teachers to help parents write a request for ED assessment?
How do they collect data?
48
APPENDIX C
In-Service Evaluation Form
49
BEHAVIORAL INTERVENTIONS INSERVICE TRAINING

Date:
Location: Tomas Rivera Middle School
Presenter: Antoinette Martinez Valleios

Circle a number that matches your opinion on each statement
Strongly
After this training...
Disagree
1 am more aware of special education
eligibility.
1 have an increased understanding of
Response to Intervention.
1 have an understanding of the ED
criteria per California education code.
1 have an increased understanding of
what constitutes a referral for an ED
assessment.
This in-service will be useful to my
daily classroom management.
Overall, this presentation provided
useful information about positive
behavior interventions and classroom
management.
Disagree
Neutral Agree
Strongly
Agree
5
One suggestion I have for helping students with behavior issues is
Please provide feedback on the supplemental materials provided:
Additional Comments:
Please complete your evaluation and place it at the assigned place near the exit as you leave. Your evaluation and
comments are much appreciated. Thank you!
50
APPENDIX D
Verbatim Field Testing Responses
51
BEHAVIORAL INTERVENTIONS IN-SERVICE TRAINING

Verbatim Responses
Q1 One suggestion I have for helping students with behavior issues is:
You teach the expected behavior and not punish negative behavior
Meta-cognitive. Getting students to think about their thinking, or statements they
make that reveal more about themselves to themselves and others.
Grouping with students who are not behavior problems. Giving them leadership
positions. (we do )
Maintain strong positive & corrective reinforcement at site. We teach repeatedly.
Stressing the importance of relationships.
More of this. Teachers need communication/information on how to help
students.
Not taking the behavior personal. For every action there is a reaction, so learn
the back story.
Make sure they know the guidelines b-4 punishing them needlessly.
Home visits.
Q2 Please provide feedback on the supplemental materials provided:
Useful because we tend to forget those strategies.

Great tips that I will implement in my classroom.
Good overall and concise coverage of important items, factors, aspects of Rtl
Great resources!
THE BEHAVIORAL INTERVENTION TIPS HANDOUT IS VERY HELPFUL
Looking forward to reviewing the "tips."
The list for behavior strategies is great
Great resources
PPT handout is nice. Information was clear. *love, love, love the Tips for
Teachers!
Great reference materials to refer back to when needed.
Very useful. Contains some intervention strategies I would not have though [sic]
of.
Q3. Additional comments:
Very informative materials.

I am SpEd credentialed and appreciate that this information is not reserved only
for SpEd credential programs.
Good job!
Congrats - party in May!
Thanks for reminding what works!
Relax. You know your info...just keep breathing and smiling
52
APPENDIX E
Supplemental Handout
53
Behavioral Interventions
Tips for Teachers
February 3, 2010
Adapted from Wunderlich, K.C. (1988). The teacher's guide to behavioral interventions: Intervention
strategies for behavior problems in the educational environment. Columbia, MO: Hawthorne Educational
Services.
Strategies to Help Increase Compliance
Briefly ignoring negative responses while waiting for compliance

Setting time limits for compliance
Using time-outs and requiring to "make up the time" wasted
Providing two acceptable alternatives for responding to adult requests in order
to give the student a sense of control over the situation
Not allowing the student to change his/her mind after he/she has made a
choice
Refraining from authoritarian responses to the student's negative comments
Write a contract explaining expected behavior and consequences
Structure environment to limit opportunities to misbehave
Have the student be a leader of a small group of interest
Give the student some responsibilities
Reduce activities which could threaten the student
Provide the student with many social and academic successes
Interact frequently with the student to reduce inappropriate comments and
noises
Reinforce student for contributing appropriately (raising hand, comments)
Call on the student when he/she is most likely to respond appropriately
Allow the student to question what is not understood
Reduce emphasis on competition
Walk around the room frequently, stopping around student
Limit the student's independent movement on school campus
Remove any stimulus triggering behavior
Prevent the student from receiving too much stimulation or over-excitement
Increase supervision
Provide peer role model
Structure time for the student
Emphasize rules daily
Encourage the student to talk to you about any problems before they escalate
Teach acceptable ways to express emotions
Provide the student with a means for venting (e.g., play dough, joumaling,
running)
Services.
55
Strategies to Help with Attention

Problems
"
Seat the student in a quiet area away from distractions

Make eye contact with the student before giving directions or instructions
Seat the student next to a good role model
Have a "time away" place for the student to go if he/she needs to work alone
Break assignments into smaller segments; provide reinforcement for
completion of each section
Help the student set short term goals
Remind the student to examine all choices before answering multiple choice
items
Use close teacher proximity to improve attention during instruction
Make sure directions are clear and specific
Have the student repeat directions to ensure they are understood
Teach the student how to self-monitor his/her behavior
Use a timer to help increase the amount of work completed in a certain
amount of time
Use secret signals or cues to remind the student to stay on task
Present instruction at a lively pace. The student should be actively involved by
being given frequent opportunities for response and by using enthusiasm and
animation in presenting material.
Remove distracting stimuli
Allow the student to participate in activities that interest him/her
Set up a physical signal as a reminder to return to task
Separate the student from peers who may be encouraging or stimulating the
lack of attention
Help the student get started with tasks
Communicate clearly the length of time he/she has to complete the
assignment
Check periodically on the status of long term reports and assignments
Teach the student to be responsible for keeping his/her notebook organized,
assignments recorded, and homework turned in by graphing, charting, or
rewarding when he/she is successful
Try working academically at his/her ability level
Services.
56
Strategies to Help With Student

Hyperactivity
Vary the type of task required (written, then a group activity)
Provide opportunities for frequent breaks
Allow the student to run an errand to give him/her an opportunity for exercise
Minimize the amount of written work required; emphasize the quality, not
quantity
Allow the student to do projects or oral reports in lieu of written reports
Allow the student to use a computer when possible
Structure transition times; review rules and give reminders of what will be
happening next
Services.
57
Strategies to Help Increase Task

Completion
Break assignments into "chunks"; he/she may soon learn to do this by
him/herself
Allow choice of activities or alternate ways to complete the activity when
possible
Gain eye contact before giving instructions
Allow the student to repeat instructions back to confirm his/her understanding
Praise the student for staying on-task for extended periods of time
Let the student use a timer to structure his/her time
Services.
58
Strategies to Help with Organization

Provide the student with verbal reminders of necessary materials required for
each activity
Provide a regular time to organize materials
Minimize materials to be kept in the student's desk
Check daily organization of binder/folders for subjects
Designate a consistent place to put and complete work at home
Allow natural consequences to occur as the result of the student's inability to
organize or use materials appropriately
Use a daily assignment sheet
Services.
59
APPENDIX F
In-Service PowerPoint Presentation
60
Behavioral Interventions
l l l l l l ^ jgjBfc
Presentation to the staff of

Tomas Rivera Middle School
by Antoinette Martinez Vallejos
Candidate for Doctor of Psychology
February 3, 2010
Eligibility for special education

services is based on...
Federal law
J Federal regulations
2 State law
State regulations
J SELPA guidelines
m District policy
m IEP team decision
61
"
Disability Categories
"_' * Specific Learning Disability

- ~ Speech or Language Impairment
.
* Mental Retardation
;Z -t * Multiple Disability
^ X * 0-5 years old with Established Medical
;
Disability
~ ' Z, Traumatic Brain Injury
Z~ -- Autism
: Disability Categories, cont.

d *
,
. * Other Health Impairment

7" Visual Impairment
.7- * Deafness
-- * Orthopedic Impairment
l~ * Deaf/Blindness
I~ * Hard of Hearing
-
" Emotional Disturbance
_- "
0 *
62
California Education Code Criteria

for Emotional Disturbance
tm
m
m
A condition exhibiting one or more of the following

characteristics over along period of time and to a marked
degree that adversely affects a child's educational
performance:
- (A) An inability to learn that cannot be explained by intellectual,
sensory, or health factors;
- (B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
- (C) Inappropriate types of behavior or feelings under normal
circumstances;
- (D) A general pervasive mood of unhappiness or depression;
- (E) A tendency to develop physical symptoms or fears associated
with personal or school problems.
Emotional disturbance includes schizophrenia. The term does not
apply to children who are socially maladjusted, unless it is
determined that they have an emotional disturbance.
Other factors which may affect

student behavior
Difficult home lives
Poverty
Hunger
Poor health
Parent or sibling with poor health
No home
63
.-
Response to Intervention (Rtl)

m* Students who require the most attention from
administrators, teachers, and other school staff
m
* members are those who have behavior issues.
* Rtl is based on the medical framework that baseline
m
data of weight, blood pressure, and heart rate are
gathered at each appointment.
m
If any of those measures are found to be atypical,

the physicians may recommend a change in diet.
R t l , cont...
m If, at the next appointment, when the same
X
indicators are measured again and if they do not
show a positive change, then the physician may
put a patient on a specific diet and an exercise

* regime.
m If there is no change when the indicators are reX
measured, the physician may refer to a specialist
X
for possible surgery.
m>
*
64
::r; I Response to Intervention Model
Z
m
Multi-Tiered Model
>
** Tier 1- Universal Interventions (so%-90%)
- All students participate in a core curriculum
m
m
- Preventative, Proactive
4+ Tier 2- Targeted Group Interventions (5%-is%)

- At-Risk Students
lim
^
- Small Group Instruction with some individualization
* Tier 3- Intensive, Individual Interventions (i%-5%;
* - Assessment Based
* - Intensive
65
--
Tier 1 Intervention:
;f- iSchool Wide Positive Behavior Support
= . , .
IT * System-wide plan used to increase pro-social

2Z
behaviors and maintain a positive school culture
"1 Z Key Features include:
~ZZ Z
~ Leadership team
"iZ
~ School-wide Behavior Rules and Expectations
X.
--.
_._ -~
~
-
- Teaching of Behavior Expectations

- Reinforcement System
- Progress Monitoring
Tier 2 Interventions
Behavior Education Program
- Check-in/Check-Out System
- Daily Progress Report
- Frequent Behavior Feedback
Social Skills Lessons
Progress Monitoring
66
Behavior Support Plans
- Can be written for general education students
m
Functional Behavior Assessment
m
m
\m,
- Will need an assessment plan and parent consent

- Goal of an FBA is to determine what variables are
helping to maintain the target behavior (ABCs of
behavior)
- Involves observations, interviews, records review,
and behavior checklists
- Leads to a Positive Behavior Support Plan
m
Functional Analysis Assessment
- Needs parent consent

- Completed after a serious behavior or injury
Wraparound Services
m
m
67
:m
Classroom Management
m Establish classroom rules

m
- Keep the wording simple and positive
- Post the rules in prominent place
**
- State the positive and negative consequences
Structure t i m e
*
,m
- Most disruptive behavior occurs during nonstructured time.
**
- Best defense is to schedule well and over-plan
Classroom Management
Structure Space
- Move disruptive students close to you
- Don't let them sit together
m Teacher Presence
m
m
m
m-
- Shake hands with them at the doorway

- Walk around the classroom
This allows you to anticipate any behaviors before they
become too disruptive
- Reinforce any positive behaviors you may see
68
I- ;
Zz
'ZZ *
;~ 't
~ *
..-.- *
ZZ Z
ZZ *
;
Z
Evidence-Based Behavior
Management Strategies
Establish positively stated rules regarding
observable behavior
Post, teach, and review rules periodically
Post and review daily schedules, routines
and transitions
Alert students to any changes in routine
Evidence-Based Behavior
Management Strategies
**
**
Model and provide explicit practice for
classroom procedures
J Alternate between passive and active
activities
Z Deliver high probability directives (ones

Z they'll most likely comply with) before
I
delivering low-probability directives.
69
^
"tr *
Strategies for Attention

Difficulties
- - " -
" 5 *
IT * Provide preferential seating if needed

Z~. (front or back)
* Use adult proximity strategies
^
* Elicit active participation
- * Provide opportunity for guided or

----- appropriate movement
E
Strategies for Organization
_, *#
.. '**
..'
* Difficulty with executive functioning (e.g.,

I" * planning, organizing, self monitoring
..
progress)
.-- -*
~" **
Provide course syllabus, weekly calendar with

homework assignments
> *
I"'] "Z
Conduct periodic progress checks for assignment

completion
"" *
I-' --
Provide exemplars (e.g., ready made notebook) "This is what it looks like."
70
r; *
'tz
Strategies for Emotional

Disturbance
^^
H. * Provide support to reduce anxiety

.,_
1'
tl
;!T."
'.Z
--
-*
Z
*
"Z
* *
*
Allow for elective short breaks (in or out of

classroom) as appropriate
Discuss, privately, acceptable behavior and
options
Consult with special education teacher and/or
school psychologist to help in understanding
student's situation
Referrals for Assessment
By law, public schools need to exhaust all general

education services prior to referral for special
education services (IDEA, 1994).
All school staff referrals shall be written and
include:
m
m
m
- Brief reason for referral

- Documentation of reg. ed. program resources that have
been considered, modified, and, when appropriate,
results of the intervention
m* Leads to SST or review by teacher support teams
*From: CA Spec. Ed. Programs, A Composite of Laws
71
We teach...
m
m
<-
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?
m
m
Thank you for your time

m For
additional information on behaviors,

supportive citations, and reference details,
please refer to the Psy.D. project:
Vallejos, A.M. (2010). Strategies for students
with behavioral issues prior to referral for
special education assessment (Doctoral
dissertation, Alliant International University,
2010).
72

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STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES

PRIOR TO REFERRAL FOR SPECIAL EDUCATION

A doctoral project submitted to the faculty of the

March 16, 2010

UMI Number: 3406501

All rights reserved

STRATEGIES FOR STUDENTS WITH BEHAVIORAL ISSUES

A doctoral project submitted to the faculty of the

March 16, 2010

ALLIANT INTERNATIONAL UNIVERSITY Irvine

Doctoral Project Committee:

Donald Wofford, Psy.D., Project Supervisor

William Brock, Ph.D., Academic Consultant

Ray Easier, Ph.D., Academic Consultant

CHAPTER H REVIEW OF THE LITERATURE

Produce Final Project

CHAPTER IV OVERVIEW OF RESULTS

CHAPTER V SUMMARY AND RECOMMENDATIONS

B. VERBATIM EXPERT REVIEW RESPONSES

C. IN-SERVICE EVALUATION FORM

D. VERBATIM FIELD TESTING RESPONSES

F. IN-SERVICE POWERPOINT PRESENTATION

Table 1: Expert Review Feedback

Table 2: Results of Field Test

School Psychologist Intern

M.S., School Psychology

District School Psychologist

ABSTRACT OF THE DOCTORAL PROJECT

Statement of the Problem

Purpose of the Project

Organization of the Doctoral Project

Significance of the Project

Individuals With Disabilities Education Act

Individuals With Disabilities Education

Definition of Emotional Disturbance

Assessment for Emotional Disturbance

Disproportionate Representation of Minorities

2050. There is an overrepresentation of minority youth in programs for children with

Intervention Strategies for Students With

Zionts, Zionts, Harrison and Bellinger (2003) interviewed families of urban

Student Success Teams

Response to Intervention (Behavior and

School-Wide Positive Behavior Support

Algozzine and Algozzine (2007) purported that the application of positive

Teacher Perceptions of Referral Process

determine its appropriateness. Often, teachers neglect to consider their contributions to

Restatement the Problem

Draft Physical Presentation

Produce Final Project

Selection of Field Test Group

Collect and Organize Evaluation Data

Assumptions and Limitations

education eligibility criteria, emotional disturbance eligibility criteria, Response to

Expert Reviewer Feedback Summary

Revisions Based on Expert Reviewer Feedback

1. Teachers will have more

2. Teachers who take this

3. Teachers will have an

4. Teachers will have an

5. Teachers will have a good

6. This in-service will be

7. The information was

8. Overall, this presentation

Field Test Summary