1. Changing Behavior Using RTI to Manage Student Behavior Progress Monitoring : Tier 1

2. Why Use RTI to Change Behavior? The RTI process of screening all students can also be used for behavior difficulties, NOT JUST academic difficulties Three tiers of supports for all educators and staff Interventions are research-based Progress monitoring and charting Students stay in the general education classroom Educators can SEE if an intervention is successful or not

3. Introduction to RTI for Behavior This link will bring us to a short video that outlines that characteristics and steps of implementing RTI for classroom management and the skills that educators need for this system to be successful: http://www.youtube.com/watch?v=gKwPFH3xKkM

4. How do we start? We begin with Tier 1 Screening of all students Comparing their performance (similar to a criterion measure) Begin progress monitoring Use data and graphs to show student performance Fall, Winter, Spring Assess whether students are progressing Define the behavior

5. Define Behavior The students behavior must be CLEARLY DEFINED A clear definition is a proactive measure Facilitates communication among: Student, Teacher, Family, and Behavioral Support Specialist Goals are easier to establish if a specific behavior is defined The definition of the behavior is VERY important Must provide complete information on when the behavior occurs and when it does not Must be accurate

6. Define Behavior Speaks Kicks Verbalizes Hands in Hits Arrives Sits Swears Asks Gives Appreciates Discovers Comprehends Initiates Perceives Respects Beliefs Intends Knows Commits Recognizes Realizes Observable Behavior Unobservable Behavior

7. Tier 1 It is important to collect baseline data of student behavior Collect 3-5 data points or measurements for the baseline The baseline serves as a way to compare student behavior after an intervention

8. Screening all Students Lets ask ourselves how are we going to collect data on behavior? There are many ways to collect data on behavior: Permanent Products Event Recording Duration Recording Latency Recording Interval Recording: Whole Interval Recording Partial Interval Recording Momentary Time Sample Recording

9. Direct Observation Recording Methods All of the methods mentions are Direct Observation Recording methods These methods are discussed because they are easier for teachers to use and do in their classroom There are many different ways that we can collect data on our student’s behaviors for a good reason Certain behaviors are more amenable to certain recording protocols Each recording protocol requires a different level of effort as well

10. Permanent Products This form of recording requires observation of the student The educators tallies the tangible product of a students behavior Example: A student rips up papers or knocks over desks during a tantrum – the amount of papers ripped or the desks knocked over would be tallied The actual behavior is not observed Use when behavior leaves an enduring product

11. Event Recording This method requires the least amount of time Teachers tally the number of time a response (e.g. talk outs) occur during a specific period of time To use this method, the behavior must be discrete as well as have a CLEAR beginning and end If a student repeatedly get in and out of his chair (student with attention deficit disorder) this would be overwhelming for the educator to tally Each response (e.g. talk outs) should be relatively equal in duration

12. Duration Recording This method of recording tracks the length of time a behavior occurs Example: Length of a tantrum, length of time engaged in academic task (appropriate behavior can be measured as well) Like Frequency Recording, the behavior must be discrete as well as have a CLEAR beginning and end Could require a lot of an educators undivided attention Additional classroom support needed

13. Latency Recording This method of recording is used to record the time from a specified event (instruction) to the start of the targeted behavior or response (working on the worksheet) Perfect for compliance recording Example: Teaching a student to follow directions in the classroom Could require a lot of an educators undivided attention Additional classroom support needed

14. Interval Recording Method used to provide an estimate of the percentage of intervals in which a behavior occurred In other words, the recording of the presence OR absence of a behavior within a specified time frame This method is good for discrete behavior that DO NOT have a clear beginning and end There are three types of Interval Recording procedures

15. Whole-Interval Recording This method can be used when a behavior occurs throughout the entire specified time interval Example: On-task behavior, in-seat behavior This method does not require a behavior to have a clear ending or beginning The behavior must be continuous or occurs frequently

16. Partial Interval This method is used when a behavior occurs at any point during the specified time interval Example: Off-task behavior, out-of-seat behavior This should be used for behaviors that we want to DECREASE Additional staff support is recommended

17. Momentary Time Sample This method is used to record a behavior if it is being performed at the end of an interval Example: Off-task behavior, out-of-seat behavior This is the easiest of the interval recordings for educators to use A concern with this method is whether the behavior at the end of the interval represents that behavior during the entire interval

18. Where do I record my data? Recording data can be as simple as using paper and pencil Important information that should be included on the data sheet: Student name or identification number Location Teacher’s name Date Length of observation Definition of target behavior The simpler the better! Resource: http://rtitools.com/Cool/

19. Graphing your Data Educators should plot their data points to SEE if an intervention is working or not Use a simple line graph Graphs should contain: Baseline data A vertical line to separate intervention and follow up Measure of behavior on the vertical side (left) Unit of time on the bottom of graph Description of intervention

20. How Can I Fit This In? Choose a form of direct observation recording methods that will best fit the behaviors as well as your schedules Make it work! Request additional staff support when needed or appropriate The majority of direct observation recording methods are quick and do not take a lot of time

21. Tier 1 Tier 1 interventions are done IN the general education classroom Universal interventions include all settings, all students Preventive and Proactive If an educator has tried multiple research-based interventions and a student or students do not respond it is important to contact other educators and professionals to collaborate

22. Resources http://www.interventioncentral.org/home http://www.interventioncentral.org/behavioral-interventions http://www.rtitools.com/ http://www.rti4success.org/

23. References http://www.interventioncentral.org/blog/rti-20-assessment-progress-monitoring/helping-teachers-structure-their-classroom-tier-1-data-co http://www.interventioncentral.org/behavioral-interventions Martella, Ronald C., J.Ron Nelson, Nancy E. Marchand-Martella, and Mark O'Rielly. Comprehensive Behavior Management Individualized, Classroom, and Schoolwide Approaches. 2nd. SAGE, 2012. 74-108. Print.