WORKBOOK: RTI For Behavior And Social-Emotional

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‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wrightwww.interventioncentral.orgWORKBOOK: RTI for Behavior and Social-EmotionalConcerns (RTI-B):School / District Needs AssessmentSchool/District:Date:Directions: Appoint a recorder. Review the list of issues in behaviors and social-emotional functioning that appears below. For each issue, discuss whether it presents a significant challenge in your school or district. If YES, write down specifics about how this issue impacts your educational setting.1. Disruptive Classroom Behaviors. Problem behaviors in the classroom commonly interfere with effectiveinstruction.2. Bullying. Bullying and related hidden ('covert') student behaviors create an emotionally unsafe atmosphere for asubstantial number of learners.3. Motivation. Limited student motivation interferes significantly with academic performance and learning.4. 'High-Amplitude' Behaviors. A small number of students with more severe behaviors ties up a large share ofschool support and intervention resources.

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright2www.interventioncentral.org5. Variability of Behavior-Management Skills. Teachers and other educators (e.g., paraprofessionals) vary intheir knowledge of--and/or willingness to implement--positive behavior management practices.6. Inconsistency in Supporting Students with Intensive Needs. For students with more significant challengingbehaviors, there are disconnects across staff, problem-solving groups, and time. These disconnects result inlack of coordination, communication, and consistent delivery of behavior-support services.7. Differing Philosophies about Behavior Management. Staff are divided between 'reactive/punitive' and 'proactive/positive' viewpoints about how to manage student misbehavior.8. No Decision Rules for Behavioral 'Non-Responders'. The district has no formal guidelines for judging when ageneral-education student on a behavior-intervention plan is a 'non-responder' and may require specialeducation services.9. No Data on Behavioral Interventions. Staff lack an understanding of how to set goals and what data to collectwhen monitoring student progress on behavioral interventions.10. Vague Descriptions of Student Problems. Educators find it difficult to define a student's primary behaviorproblem in clear and specific terms: "If you can't name the problem, you can't fix it."*Concluding Activity: Based on your discussion, CIRCLE the TOP 2-3 items from this list that you feel MOSTimpact your school or district.http://www.interventioncentral.org2

Jim Wright, PresenterRTI-B at Tier 1: A School-Wide Framework for Positive Behavior 2017 Jim Wright3www.interventioncentral.orgACTIVITY: Develop Classroom Behavioral Expectations. PART 1: Review the list of positive ‘values’. Circle thosethat you feel are MOST important values for your school. PART 2: Draft a set of behavioral expectations to applyacross all settings at your school. Consider creating an acronym to make them easier to remember.SCHOOLWORK:COMPLIANCE:PEER INTERACTIONS:RULE-FOLLOWING:Behavioral Expectations: “Values” Terms. Review the terms below for ideas in phrasing your set of school-wide behavioral expectations.AcceptanceCourageFortitudeMaking a erventioncentral.org3

Jim Wright, Presenter‘Managing Classroom Behaviors' Series 2017 Jim Wright4www.interventioncentral.orgTask Analysis AssignmentDirections. Select a goal student behavior. Break that behavior down into separate steps to create a checklist.Here are some examples of larger behaviors that can be task-analyzed and turned into checklists: “Completes inclass writing assignments”, “participates in small-group discussion”, “gets organized at the start of class/the day”,“attends to instruction”, “interacts appropriately with peers during group work”.Goal Student Behavior:Task Analysis: CHECKLIST http://www.interventioncentral.org4

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright5www.interventioncentral.orgAnalyzing Student Behavior: OrganizerStudent: Meeting Date: Consultant:Consultee: Staff Member/Team:This organizer is designed to help schools to analyze student behavior in preparation for creating an effectiveintervention plan. Before using this worksheet, educators should consult the related document Analyzing StudentBehavior: A Step-by-Step Guide for a tutorial on this topic.Step 1: Define the behavior. The first step in analyzing a behavior is simply to put it into words. Define theproblem behavior in clear, observable, measurable terms. Write a clear description of the problem behavior.Problem DescriptionStep 2: Expand the Behavior Definition to a 3-Part Statement. To better understand dimensions ofthe behavior, create a 3-part problem statement that includes condition(s) under which the problem is likely to occur,and contextual information that gives a sense of how severe or problematic the behavior is: Conditions. The condition(s) under which the problem is likely to occurProblem Description. A specific description of the problem behaviorContextual information. Information about the frequency, intensity, duration, or other dimension(s) of thebehavior that provide a context for estimating the degree to which the behavior presents a problem in thesetting(s) in which it occurs.3-Part Problem Identification StatementConditions. The condition(s) underwhich the problem is likely to occurProblem Description. Aspecific description of theproblem behaviorContextual Information. Information aboutthe frequency, intensity, duration, or otherdimension(s) of the behaviorStep 3: Develop Examples and Non-Examples. Writing both examples and non-examples of theproblem behavior helps to resolve uncertainty about when the student’s conduct should be classified as a problembehavior. Examples should include the most frequent or typical instances of the student problem behavior. Non-http://www.interventioncentral.org5

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright6www.interventioncentral.orgexamples should include any behaviors that are acceptable conduct but might possibly be confused with the problembehavior.Problem Behavior: Examples & Non-ExamplesWrite several examples and non-examples of the problem behavior.ExamplesNon-ExamplesStep 4: Antecedents: Identify Triggers to the Behavior. Antecedents are events or conditions that caninfluence or even trigger the occurrence of problem behaviors.Problem Behaviors: Remote & Immediate AntecedentsIdentify antecedents that appear to trigger or contribute to the problem behavior: If the suspected antecedent isremote (separated from the classroom setting by time and/or location), check 'R'. If the antecedent is immediate(occurs in the same location and just before the problem behavior), check 'I'.R IAntecedent 1:R IAntecedent 2:R IAntecedent 3:R IAntecedent 4:http://www.interventioncentral.org6

Jim Wright, Presenter7‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wrightwww.interventioncentral.orgStep 5: Consequences: Identify Outcomes That Reinforce the Behavior. Consequences thatincrease the display of a behavior are known as reinforcers.Problem Behaviors: Outcomes That May Provide (Positive or Negative)ReinforcementRecord any consequences linked to the problem behavior that you suspect may be reinforcing it.Examples of Possible ConsequencesConsequence 1: Student fails to complete work. Teacher ignores the behavior ('plannedignoring'). Teacher redirects the student. Teacher reprimands the student. Teacher conferences w/ the student.Consequence 2: Student receives positive peer attention Student receives negative peer attention.Consequence 3: Student is briefly timed-out within the classroom. Student is briefly timed-out outside of theConsequence 4:classroom. Student is sent from the classroom to the officeor to in-school suspension (disciplinary referral). Student receives a disciplinary consequenceoutside of class time (e.g., afterschool detention). Student receives a 'respite' break away frompeers to calm down before rejoining class. Student is sent from the classroom to talk with acounselor/ psychologist/social worker. Student receives a snack, nap, or other support.Step 6: Write a Behavior Hypothesis Statement. The behavior hypothesis statement contains adescription of the problem behavior and a hypothesis that presents the most likely cause or function of the behaviorbased on the available evidence.Behavior Hypothesis StatementWrite a behavior hypothesis statement linking the behavior to its probable cause orfunction.Hypotheses: SKILL DEFICITProblem Behavior PERFORMANCE DEFICIT PEER ATTENTION ADULT ATTENTION ESCAPE/AVOIDANCE EMOTIONAL/ATTENTIONALBLOCKERS Because Hypothesis because http://www.interventioncentral.org7

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright8www.interventioncentral.orgStep 7: Select a Replacement Behavior. When the problem behavior has been adequately described andits function identified, the teacher will want to choose an alternative behavior intended to replace it.Replacement BehaviorDefine a positive replacement behavior for the identified problem behavior.http://www.interventioncentral.org8

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright9www.interventioncentral.orgClassroom Behavior Intervention PlannerStudent: Consultant:Interventionist: Staff Member/Team:Meeting Date: Date Intervention Starts: Date Intervention Ends:1. Target Behavior. Write a clear, specific description of the behavior to be the focus of this plan.Behavior Description'Stop' Behavior'Start' (Replacement) Behavior2. Preparation: Teach Expected Behavior(s). Describe your plan to teach the student behavioralexpectations--e.g., helping the student to identify what types of behavior(s) are inappropriate, what replacementbehaviors should replace problem behavior(s), and/or how to successfully perform the replacement behavior(s). Yourteaching plan should include explicit demonstration and modeling of appropriate behavior(s), as well as opportunitiesfor the student to practice the skill with immediate performance feedback. NOTE: This teaching phase may requireonly a single review session if the student already has these behavioral expectations in their repertoire or mayrequire several sessions if the student is just acquiring the goal behavior(s).Teach Expected Behavior(s): Preparationhttp://www.interventioncentral.org9

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright10www.interventioncentral.org3. Antecedents. Antecedents are events that influence behaviors before they occur. List strategies you plan toemploy prior to the target behavior. To reduce a problem behavior, select strategies to prevent the triggering of that behavior. To increase a desired behavior, select strategies to encourage or support that behavior.Antecedents: Strategieshttp://www.interventioncentral.org10

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright11www.interventioncentral.org4. Consequences. Consequences are events that come after behaviors and either reinforce or discourage theirfuture appearance. List strategies to use following the target behavior. To reduce a problem behavior, select consequences that do not reinforce the behavior and thus decrease thelikelihood of that behavior occurring again. To increase a desired behavior, select consequences that reinforce the behavior and thus increase thelikelihood of that behavior occurring again.Consequences: Strategieshttp://www.interventioncentral.org11

Jim Wright, Presenter‘Social-Emotional/Behavioral RTI' Series 2015 Jim Wright12www.interventioncentral.org5. Transitions [Optional]. Describe any transitions--within the classroom or between locations within theschool--when the student could especially use assistance to avoid the problem behavior or to engage in the desiredbehavior. For each transition, list specific strategies to promote your behavioral goal(s).Transition 1: DescriptionTransition 1: Strategies Transition 2: