Respone to Intervention Model Western Washington University干预反应模型西华盛顿大学

1、response to intervention model: what does it mean for students with emotional and/or behavior disorders?presentation to the texas educational diagnosticians association, april 21, 2006npresenter infonpresentation purposenintended outcomespresentation purposethis purpose of this presentation is to di

2、scuss the implications of the rti model for students with or may be at risk for e/bd including: ncurrent policy nthe response to intervention model within a comprehensive system of pbs nreview of evidenced based practices (or interventions) for students with e/bd nfuture directions and challenges fo

3、r individuals involved in the assessment and identification process of students with disabilities intended outcomes nincrease your understanding of the rti model and how it applies to students with e/bdnidentify evidence-based practices for students with e/bd that will assist in identification and p

4、rogram planningnhelp bridge the research-to-practice gap.current educational policy nnclb requirements (sbi, hq, reading, accountability)nideia 2004 (sbi, hq,reading, accountability)nthese two key pieces of legislation are clearly aligned and contain several overlapping themes. for example: accordin

5、g to the general provisions contained in part a of the ideia (5) almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by:(f) providing incentives for whole-school approaches, scientifically based early reading program

6、s, positive behavioral interventions and supports, and early intervening services to reduce the needs to label children as disabled in order to address the learning and behavioral needs of such children. according to the nclb executive summary to accomplish this goal, the new reading first initiativ

7、e would significantly increase the federal investment in scientifically based reading instruction programs in the early grades. one major benefit of this approach would be reduced identification of children for special education services due to a lack of appropriate reading instruction in their earl

8、y years.what does this mean? nemphasis on readingnemphasis on early interventionsnemphasis on sbi and ebpnemphasis on reducing the number of special education referrals furthermore ideia 2004recently the reauthorization of ideia and the proposed regulations have allowed changes in the manner student

9、s with ld are being identified that allows the lea to:nin determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in

10、paragraphs (2) and (3). how does this apply to students with ebd?nstudents with behavioral disorders have an established pattern of underachievement in reading, andnreading difficulties have a strong link to conduct disorder and delinquent behavior in older students (weaster, 2004)nin addition to pr

11、oblem behavior, students with e/bd exhibit low rates of task engagement and completement, limited content knowledge, and limited academic skills particularly in the area of reading (gunter & denny, 1998; nelson, et al. 2004).nacross all 12 sped categories according to the seels, 40%-easily distr

12、acted, 25%-inpulsive, 7-10% depressed or lonely according to their teachers. nchildren in the ld category also had a high rate of suspensions and expulsions (forness, 2005). education and service-related experiencesnstudents with e/bd are more likely to be identified in secondary school, when compar

13、ed with other students with disabilities (wagner, newman,& damico, 1995; wagner et al., 2005)nwalker et al., (2000) suggest that the majority of students at risk for e/bd are not identified until well after the point that early interventions would have been able to make a positive impact. nmany

14、students who would benefit from e/bd services are placed into programs for students with ld (forness &kavale,2001). often students with e/bd are placed into programs that emphasize behavior support and do not receive adequate academic support. nmany students are underidentified and do not get ne

15、cessary services/interventions for a variety of reasons. so again the question is:how does this apply to students with ebd?school-wide systems of early identification and interventionsnstudents with learning and/or behavior problems can benefit from a comprehensive schoolwide approach that applies e

16、mpirically sound practices in a coordinated, systematic manner. response to intervention as a basis for selecting appropriate and effective interventionsnevidenced-based practices/interventions have been identified and shown to be an effective way to reduce problem behavior in all students, includin

17、g those with e/bd. (see pbs and tbsi)nwhen combined with the rti model, students with e/bd may access services before problem behavior patterns have had time to become more resistant to changerti definedngresham (2004) defines rti as the change in behavior or performance as a function of interventio

18、n.nan academic or behavioral intervention must have a basis for deciding whether to maintain, modify, intensify, or withdraw it.na students lack of response to an evidenced-based that is implemented with integrity serves as the basis for intensifying, modifying, or changing and intervention in a rti

19、 model.nrti is based on the notion of discrepancy between pre-and post intervention levels and is consistent with a problem-solving model (gresham, 2004).using an integrated model that combines rti with pbs will help meet the academic and behavioral needs of students with or at risk for e/bdnwhile a

20、dditional research is needed in using the rti model as an effective way to identify students with disabilities, it is a useful, viable prereferral and early intervention model that (a) provides early intervention, does not require a “label”(b) uses scientifically-based, evidenced-based practices to

21、address the learning and behavioral needs of all children, including those with e/bd(c) works within the framework of a comprehensive pbs system(d) helps meet the federal requirements, while improving educational outcomes for all students, including those with e/bdcomponents of the rti model (accord

22、ing to the national joint committee on learning disabilities, 2005) 1. high-quality, research-based instruction and behavioral supports in general education. 2. scientific, research-based interventions focused specifically on individual student difficulties and delivered with appropriate intensity.

23、(and integrity) 3. use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process. 4. data-based documentation reflecting continual monitoring of student performance and progress during interventions. components of the rti model (according

24、 to the national joint committee on learning disabilities, 2005) 5. documentation of parent involvement throughout the process. 6. documentation that the timelines described in the federal regulations are adhered to unless extended by mutual written agreement of the childs parents and a team of qual

25、ified professionals. 7. systematic assessment and documentation that the interventions used were implemented with fidelity. while many models of rti have been proposed, the following three-tiered model contains the basic framework. ntier 1: high-quality evidenced-based instructional and behavioral s

26、upports are provided for all students in general education (by “highly qualified” teachers).ntier 2: students whose performance and rate of progress lag behind those of peers in their classrooms, school, or district receive more specialized prevention or remediation within general education (problem

27、 solving, prereferral stage).ntier 3: more intensive, individualized support which may include a comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education. examples of 3-tiered models of support/schoolwide.htm used with permiss

28、ion3-tiered reading modelnrti n/3tier/levels.aspmerrell, k.w., & walker h.m. (2004) deconstructing a definition: social maladjustment versus emotional disturbance and moving the field forward. psychology in schools, 41, 899-909. used with permission.matching intensity o

29、f intervention to problem severitynprogressive levels of interventionnchanges to duration and frequency of interventionnprogress monitoringnuse of evidenced-based interventionsnexample of progressive intervention levels (oshaughnessy, lane, gresham, & beebe-frankenberger,2003).evidence-based int

30、erventions for students with e/bdevidence-based interventions can be defined as:ngrounded in scientifically based research. nresearch that uses randomized assigned samples is frequently cited as the “gold standard” of scientifically based interventions in nclb na range of effective interventions for

31、 students with disabilities has emerged from single-subject research methods (horner et al., 2005). ndemonstrate both efficacy and effectivenessefficacy and effectivenessefficacy: refers to intervention outcomes that are produced by researchers under ideal conditions.(i.e. resources, training, fidel

32、ity, support)effectiveness: refers to socially valid intervention outcomes under normal circumstances.(walker, 2004).examination of ebp lewis et al. (2004) used a four-phase review process to identify evidence-based interventions that demonstrated increases in appropriate social behavior and/or decr

33、eases in inappropriate social behavior. by examining the last 5 years of leading journals focusing on issues of social behavior and students with e/bd (e.g., behavioral disorders, journal of emotional and behavioral disorders, journal of behavioral education). numerous effective evidence-based pract

34、ices were identified including: npraise/positive environment.npositive behavior support/social skills instruction.nfunctional behavioral assessment-based interventions.nself-management/monitoring.nuse of procedures and routines ncomponents of behavior management systems.ncurriculum-based assessment/

35、measurement.nlearning strategies instruction.ndirect instructionnmediated scaffolding.ncurricular and material modifications. neffective lesson components.(lewis et al., 2004)evidence-based social behavior change (narrowed the criteria)four practices that can be considered researched based(a)teacher

36、 praise/reinforcement;(b)high rates of opportunities to respond during instruction;(c)clear instructional strategies, including direct instruction; and(d)pbs, including school-wide, fba-based individual plans, and self-management. universal interventions/assessments assessment:nuniversal screeningnt

37、eacher nominationnarchival data analysis (odrs) (wright & dusek, 1998; interventions/preventions nschoolwide pbsnprevention curriculumnsocial skills trainingnpositive school climate (goal is to prevent/reduce)universal screening nsystematic screening for behavior disorders (ssbd) (both internal

38、and externalizing behaviors) (walker & severson, 1992; walker & severson, 1994)nsocial skills rating system (ssrs; gresham & elliot, 1990)nschool social behavior scales (ssbs,merrel, 1993) (brief-10 minutes)nodr analysis (schoolwide information system, swis)universal screening can be com

39、bined with rti allowing for proactive identification of students and establishing baseline data in which to measure the response to the intervention.secondary/selected assessmentnreview of datanbehavior rating scalesnfba interventionsnmentoringnsmall group supplemental adaptive behavior instruction

40、(see blueprints)nincreased supportncognitive-behavioral interventions interventions at the secondary/selected level ncbi: gresham (2005) conducted a meta-analysis of cognitive-based treatments and found that a 65%improvement in the treatment group vs. only 35% of the control group. nexamples include

41、:nanger coping program (acp)ncoping power program (cpp) ntools for getting along (tfga) smith, lochman, & daunic (2005) reviewed these interventions anger coping program (acp): has two broad goals for this cognitive-behavioral program- (18, 45-60 min sessions) program goals:ni. to assist childre

42、n in finding ways to cope with the intense surge of physiological arousal and anger that they experience immediately after a frustration or provocation.nii. to assist children in retrieving from memory an array of possible competent strategies they could use to resolve the frustrating problem of con

43、flict they are experiencing. components of acpngroup rulesngoal settingnanger-managementnperspective training nself-awarenessnsocial problem solving (heavy emphasis) note: u.s. surgeon generals report coping power program (cpp): lengthier, muliticomponent version of acp designed for better maintenan

44、ce of the acp. tools for getting along (tfga): teaching students to problem solve. this program teaches problem-solving steps and how to use them as self-statements to guide decision-making and ultimately enhance automaticity as students become more proficient when confronted with challenging social

45、 situations. tertiary/targetedassessmentnfba-comprehensivenfieinterventionsnincreased intensity and frequency applications of interventionsnindividualized behavior supportnwrap-around services examples from the center for the study and prevention of violence (cspv), blueprints for violence preventio

46、n initiative functional family therapy: an outcome-drive prevention/intervention program for youth who have demonstrated the entire range of maladaptive, acting out behaviors and related syndromes promoting alternative thinking strategies (paths): a comprehensive program for promoting emotional and

47、social competencies and reducing aggression and behavior problems in elementary school-aged children while simultaneously enhancing the educational process in the classroom. paths has been field-tested and researched with children in regular education classrooms settings, as well as with a variety o

48、f special needs students (hearing-impaired, ld, ed, mildly mr, and gifted). promising programs ni can problem solvengood behavior gamenblueprints for violence prevention initiativewhat role does the educational diagnostician play?according to the texas education code a critical role. rule tac 239.80 n(a) because the educational