Diana Joyce

Nancy Waldron

djoyce@coe.ufl.edu
waldron@coe.ufl.edu
Christopher Raye
craye@ufl.edu

Tanya Kort
tkort@pky.ufl.edu

University of Florida
All Presentation
Materials Including
Reports are
NASP Conference,
MarchSample
3rd, 2010

Available at http://www.nasponline.org/

RtI for Behavioral/Social-Emotional

20% of students will experience some type of

emotional or behavioral difficulty

10% of students will have a diagnosable disorder
during their school years
For many, school is only source of behavioral or
mental health services
E/BD is 5th largest group under IDEA with largest
increase trend in secondary (ages 12-17)
Since 1995 students with E/BD have lowest
graduation rate of any disability group
(Burns et al., 1995; USDHHS, 1999, USDOE, 2009)
2

University Research School

K- 12 Enrollment: 1152 students
Stable student population
Racial/Ethnic Composition

51% Caucasian
24% African American
16% Hispanic
5% Multiracial
3% Asian
Free/reduced lunch: 26%
Highly trained faculty (78% graduate degrees)

School Improvement
RTI Foundations (2001-2006)
Reading Initiative (2001-2006)
Enhanced

core instructional practices, use of

evidence-based reading intervention programs
Developed standardized progress monitoring
assessments & reporting forms
Blended funding to provide intensive intervention
Established RtI Leadership Team (2006)
Assessed

school needs; changing roles of

instructional support personnel
Professional development leadership team and K-2
teachers
4

Focus of RtI
Implementation
Elementary
Year 1

Reading K-2
Established grade level Student Success Teams (SST)
for data
analysis, problem solving , intervention support
RtI Leadership Team Meetings

Year 2

Expanded Reading K-5

Year 3

Expanded Reading Language Services Grades K, 1

Math Targeted Grades 2, 4
Writing Targeted Grade 4
Revised SST Meetings to 3x year data analysis
meetings; 6x
year student progress meetings
Behavior Tier 2 targeted student groups; Tier 3
intervention
supports

Year 4

Expanded Math - Grades 1-5

Focus of RtI
Implementation
Secondary
Year 1

Core instruction Essential Six Literacy Skills

Intensive Reading Classes
Established grade level monthly Student Success
Teams (SST)
for data review and problem solving
Behavior Tier 2 targeted student groups; Tier 3
intervention
support

Year 2

Middle School Tier 2 small group instruction and Tier 3

small
group Preview in Math
Mentor Teachers for targeted students in need of Tier
2
supports (check-ins, monitoring progress, home
contacts, after
school help sessions)
6
Revised SST meetings to 3x year data analysis

I. Define the Problem

Defining Problem/Directly Measure
(Achievement/Behaviors)

IV. Evaluate
Was it Effective?

II. Problem
Analysis
Identify
Contributing
Variables

III. Implement
Plan
Progress Monitor
and Modify if

RtI Tiered Behavioral Interventions

Tier I
Universal All
Students

Tier II
Supplemental,
Targeted, ShortTerm

Tier III
Intensive,
Individual, LongTerm

Positive Behavioral Support: Frequent recognition for appropriate

behaviors, proximity control, cueing, build-in appropriate movement
opportunities (e.g., Kagan Brain Ex.), predictable structure,
positively-phrased and highly visible behavioral expectations.
Embedded Social Curriculum: Instruction in prosocial
behavior/attitudes.
Data Screening: School-wide climate survey, ISS/OSS data, incidence
mapping, rating scales for emotional risk and social skills (BESS)
Observations, FBAs, Behavior Plans: Classroom observations to
determine environmental contributors, antecedents, sustaining
factors, frequency, patterns across subjects or time-of-day and task
demands, self-monitoring or reinforcement plans, DRCs
Counseling: Social Skills, Anger Mgmt, Test Anxiety, Friendship Groups
Data Progress Monitoring: Tier II data
Behavior Plans & Counseling Therapy: Individualized, greater
frequency
and intensity, often addressing multiple issues simultaneously
Multi-agency Plans: Coordinate w/out-side agencies on counseling,
behavioral
plans, meds, family therapy, juvenile justice, etc.
Data Progress Monitoring: Psychological assessment, Tier III data 8

School Psychology Services

Tier I Primary Prevention
Screening for children/youth at risk
Interpretation of school-wide data for positive

behavior supports
Providing embedded social skills curriculum
and/or PBS programs
RtI resource for parents, teachers,
administrators, staff

TIER II
Tier II (Small group, supplemental, short-term)
Student Success Team
Define the Problem Problem Analysis

Records review, observations, interviews, parent conferences

Implement the Plan

Small group counseling (6-8 weeks)

Individual counseling (12-16 weeks)
Social skills, anger management, anxiety, self-regulation

Evaluate

Pre-observations for baseline, repeated observations

Pre- and post-counseling BASC, SSRS
SUDS data

10

RtI: SST Behavioral Data Sample

Name

Absent

SSIS

BESS

ISS

OSS

Class Incidents

Parent
Contact

Comments

SST Decision

<5

< 60

< 61

Anna

63

78

5 angry outbursts (red

face, mean stares,
huffing) over feeling
slighted

Parents describe same

behaviors at home with
siblings

Observations, possible TIER II

social skills & anger management
group

Bernard
Cialia

0
0

44
50

44
48

0
0

0
0

Lacking supplies,
homework, appears dirty,
no coat on cold days, no
lunch, mother hospitalized
depression

Counselor/Teacher talk with family,

possibly provide support resources
contact numbers, donate supplies

Frederick

65

38

Few friends, mildly shy

Try friendship group first, possible

social skills later if needed

Henry
Indigo

0
7

42
38

28
45

0
1

0
0

Dumped desk contents 1

out on floor & refused
to work

Parent/Student responsive,
no more incidents, found
out Indigo had bad day
because her dog died

Isolated incident, monitor

attendance

Jyrece

15

42

50

knee surgery fine now,

no more absences

Kevin

12

75

70

Appears very
sad/withdrawn, sometimes
no appetite, clings to
teacher

Observations, parent interview

about absences/sadness, possible
TIER II counseling, beh plan to
increase peer interactions, discuss
weight w/nurse, monitor lunch

SSIS - Social Skills Improvement System

BESS Behavioral and Emotional Screening System, T-Scores 10-60 Normal, 61-70 Elevated, 71+ Extremely Elevated
ISS = In-School Suspension, OSS Out-of-School Suspension, SST = Student Success Team

11

TIER III
Tier III (Individualized, intensive)
Define the Problem Problem Analysis

Formal FBA
Updated review of work & interviews
Parent conferences with developmental history

Implement the Plan

Behavior management plans, Behavior contracts, Daily or weekly

behavior report cards to home
More frequent individual counseling
May require multi-agency collaboration

Evaluate

Pre-observations for baseline, repeated observations

Pre- and post-counseling BASC, SSRS
SUDS data
12

Tier III Data Sample 1

Behavior Plan (2nd grade): Classroom Observations

Intervention
x=1.4

Baseline
x=5.67

Tier III Data Sample 2

Baseline
x=41%

Intervention
x=69%

14

Tier
III
Data
Sample
3

Behavior Report Card (4th grade):Teacher ratings

CounselingBeginsWeek4

ReportCardChanged

Tier IV Eligibility for E/BD

State of Florida Eligibility Criteria Aligning with RtI

Problem-solving

model
Assure not lack of

appropriate
instruction
Team decisions

Evidence-based

interventions have
been implemented

Evaluation includes:
FBA (if not already completed)
Social/Dev Hx
Observations
Interviews
Review of interventions
Review of academic
performance
Assessments to identify
contributing factors
Medical eval if precipitating
E/BD

Full copy of the Florida New Rule Developments for RtI:

http://www.fldoe.org/ese/

16

Tier IV Eligibility for E/BD

State of Florida Eligibility Criteria Aligning with RtI
Internal Factors: sadness, mood swings, erratic behavior or fears,
phobias,
excessive worrying, thoughts/feelings inconsistent with actual
events,
withdrawal
or
External Factors: inability maintain personal relationships, chronic
disruptive,
physical aggression etc.
and
Must be present 6 months (not temporary, less than 6 weeks
reactions to crisis
or life event)
Manifest in two or more settings
copy needs
of the special
Florida New
Rule Developments for RtI:
Full
Student
education
http://www.fldoe.org/ese/

17

Lessons Learned
Importance of building capacity for implementation
Importance of professional development
Generally enough needs to continuously have small groups

targeting: self-regulation, anxiety, anger management etc.

Behavioral problem-solving team meetings may need to be
more readily available than typical quarterly SST
Importance of including parents
Establish a system for data management
Intervention guides the type of data collected
Do not get discouraged

Questions?

19

Not all Interventions are Created Equal

Disorder

Effective Treatments/Interventions

ADHD

Behavior modification, reinforcement of other behaviors,

parent training, organizers, CBT, medication

Anxiety

CBT, family anxiety management

Depression

CBT, coping skills training, behavioral self-control therapy

OCD

Exposure, response prevention

ODD/CD

Behavioral parent training, anger management, CBT,

RET, Time-out, parent-child therapy, problem-solving
training

Fears/Phobia Graduated exposure, modeling, reinforced practice, Ins

vivo exposure, CBT, imaginal desensitization, self-calming
techniques
Kendall, 2006

20

Behavioral
RtI Resources Screening Measures, Interventions

Tier I
Behavioral & Emotional Screening System (BESS) http://ags.pearsonassessments.com/
Positive Behavioral Support www.pbis.org

Social Learning Curriculum http://www.researchpress.com

Bullying Prevention Program, Dan Olweus & Susan Limber, Bullying, Prosocial

Behaviors, Conflict, Aggression

http://nrepp.samhsa.gov/
Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A
blueprint for schools to increase involvement of families who have children with
emotional disturbances. Tampa, FL: University of South Florida, The Louis de la
Parte Florida Mental Health Institute, Department of Child and Family Studies.
http://cfs.fmhi.usf.edu
ACHIEVE: A Collaborative School-based Reform Process, Howard Knoff, Social
Skills, Conflict Resolution, Self-regulation, Positive School Climate,
http://www.projectachieve.info/aboutthedirector.html
SOS Signs of Suicide Prevention Program
http://www.mentalhealthscreening.org
Systematic Screening for Behavioral Disorders http://www.ed.gov/pubs

21

More Behavioral RtI Resources Screening Measures, Interventions

Tier II - III
Aggression Replacement Training, Mark Amendola, Anger Control, Aggression,

Moral Reasoning Training www.aggressionreplacementtraining.org

I Can Problem Solve, Myrna Shure, Aggression, Emotionality, Withdrawal,
Rejected www.researchpress.com
Intervention Central, Jim Wright, ADHD, Bullying, Defiance, Peer Tutoring
http://www.interventioncentral.org/
Life Skills Training, Gilbert Botvin, Self-esteem, Social Skills, Substance Abuse,
Social Anxiety, Peer Pressure, www.lifeskillstraining.com
Peace Education Foundation, Conflict Resolution Programs, Peer Mediation, Crisis
Management, http://www.peaceeducation.com
Primary Mental Health Project, Deborah Johnson, Mild Aggression,
Withdrawal, Shyness, Anxious, Poor Classroom Adjustment,
www.childreninstitute.net
Second Step, Violence Prevention Curriculum, http://www.cfchildren.org
Skill Streaming, A. Goldstein & E. McGinnis, Prosocial Skills, Stress Coping,
Friendship Building, Sharing http://www.skillstreaming.com
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An
empirical guide for decision makers. Tampa, FL: University of South Florida. Louis
De la Parte Florida Mental Health Institute, Department of Child & Family Studies,
Research & Training Center for Childrens Mental Health.
http://rtckids.fmhi.usf.edu
22

References
Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer,
E. M. Z., & Erkanli, A. (1995). Data watch: Childrens mental health
service use across service sectors. Health Affairs, 14, 147-159.
Kendall, P. C. (2006). Child and adolescent therapy. New York:
Guilford Press.
U.S. Department of Education (2009). Twenty-eighth annual
report to Congress on the implementation of the individuals with
disabilities education act. Jessup, MD: U.S. Department of
Education.
U.S. Department of Health and Human Services. (1999).
Mental Health: A Report of the Surgeon General.
Rockville, MD: U.S. Department of Health and Human
Services.
23