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Response to Intervention
RTI and EBD
- With the emphasis on response to intervention (RTI) for learning disabilities, special education is undergoing a fundamental change in the way we do business. That change is extending to our work with students with emotional/behavior disorders (E/BD). Instead of immediately referring a student who is having difficulty meeting social expectations to special education, some schools are implementing RTI for E/BD. As with RTI for academics, struggling students receive support as soon as possible; multiple tiers of progressively intensive support are provided to students based on need; a problem-solving, data-driven process is used to determine interventions; interventions are research-based; and students are monitored to determine progress.
- While some view RTI as a new, exciting program for working with students with E/BD, others liken it to School-wide Positive Behavior Supports (SWPBS), which has been in place for approximately 12 years. One stance is that RTI is a framework that encompasses SWPBS; another is that if SWPBS is done well and with expanded features, it is essentially the same as RTI for E/BD.
- What is clear is that RTI for E/BD and SWPBS share many of the same elements, and schools that have implemented SWPBS have an easier time transitioning to RTI for E/BD. Further, many schools that have used such processes have experienced declines in student disciplinary referrals, as well as declines in referrals to special education.
- However, RTI for E/BD is not without its challenges. It takes personnel, professional development, and funding to implement. One concern is that more research is needed, especially for Tier 2 and 3 interventions. Another is that we do not have the research to say that RTI improves the quality of identifying students with disabilities, especially those with emotional/behavioral disorders. How RTI for E/BD Works RTI for E/BD contains the same basic elements as RTI for academics. Both involve a multi-tiered plan of more intensive interventions based on student need. The most popular system of RTI involves three tiers. A problem-solving approach based on data about student performance is used to determine appropriate interventions for students, and teams are often used for data analysis and problem solving. Following is additional information on these components.
- Tier Services in RTI for E/BD In Tier 1, as in SWPBS, all students receive explicit instruction in behavioral expectations and a system is implemented to encourage, reinforce, and acknowledge appropriate behavior. Also, all teachers implement effective, research-based classroom management practices. Additionally, in Tier 1 all students are screened to identify those who need Tier 2 support.
- For Tier 2 services, schools provide targeted interventions to students who did not respond to Tier 1 interventions or were identified through screening as needing additional support. These research-based interventions are often geared to small groups and can be easily implemented.
- For Tier 3 services, schools provide intensive supports to students with the most significant behavioral needs. These supports are individualized based on the student’s specific needs. Some students may require wrap-around services, which include community services.
- Progress Monitoring and Data Collection In RTI for E/BD, educators must collect and use data to determine whether an intervention is working and the next steps for the student. Often this type of data is collected through progress monitoring and can include the number of office discipline referrals, teacher checklists, and documentation of student performance, such as time on-task. It is important that the data be objective, meaning chronic and measurable, rather than anecdotal information.
- Tier 1 Behavior Interventions and Screening As mentioned above, in Tier 1 all students receive instruction on behavior expectations, and school staff implement interventions and systems that promote success for all students.
- Interventions for students who are experiencing difficulty at this level may include providing preferential seating, distributing tokens, or implementing a class plan such as a sticker chart, talking with the student and parent about the concern at a neutral time; conducting an academic assessment to ensure behavior does not stem from academic problems; developing a goal contract with the student, which the teacher and student review weekly; collecting data about the frequency of the behavior and debriefing with the student; and getting all the adults who work with the student to “blitz” him or her with positive feedback.
- Another feature of Tier 1 services is universal screening. Two popular screening methods are reviewing teacher assistance requests and office discipline referrals (ODRs). That two to five office discipline referrals indicate a student who needs help. Educators should also look at students who do not receive ODRs but are distracting and/or defiant in class, says Kincaid. Students who are identified as being the most challenging by six to 10 staff should also receive behavioral interventions.
- Tier 2 Behavior Interventions Though Tier 2 interventions are more targeted and often require collaborative problem solving, they still should be efficient and easy for teachers to implement. Tier 2 interventions, many of which can be implemented with small groups of students, include social skills instruction such as skillstreaming, self-management plans, structured reinforcement systems, self-talk and attribution training (how the student thinks about him- or herself and attributes behavior), mentoring, and peer tutoring. One of the most commonly used interventions at this level is check in/check out, in which students carry a point card to classes and accrue points for behavior.
- Tier 3 Behavior Interventions Tier 3 interventions provide individualized and intensive behavioral support to students with the most significant needs. These students will often receive a comprehensive functional behavior assessment and an individualized and targeted behavior support plan. For some students with severe issues, a wrap-around approach that includes the family and community support may be needed. Students receiving Tier 3 interventions may or may not have an emotional or behavioral disorder.
- There is no set rule or practice for special education’s role in RTI for E/BD. While some districts and schools bring special educators in at Tier 1, others engage special educators at Tier 2 to help teachers determine appropriate interventions, work with students, or serve on school-wide or smaller, targeted teams. Most certainly, special educators are involved with students receiving Tier 3 interventions.
- Parent Involvement - Parents of children who will participate in an RTI for E/BD program should be notified as soon as possible. Some experts recommend informing all parents that the school is implementing a school-wide behavior program at the beginning of the year and notifying parents when their child is considered for further screening.
- Advantages to RTI for E/BD Schools that use RTI for behavior report several advantages, including improved services students, decreased discipline referrals, and improved teacher performance.
- All teachers and school personnel should be provided with the tools to implement scientifically based academic and behavioral interventions.
- Schools that implement RTI should be committed to providing Positive Behavioral Interventions and Supports and should integrate RTI and PBIS to ensure students’ academic and behavior needs are addressed.
- A functional behavior assessment and behavior intervention plan are suggested for any student exhibiting behavior that leads to restrictive disciplinary actions. RTI interventions should not be substituted for special education evaluation referral for a student suspected of having an emotional/behavioral disability. Failure to refer a student suspected of having a disability and continued use of suspension and expulsion in the name of RTI are inappropriate strategies for addressing a student’s emotional/behavioral problems.
- General education teachers should receive support staff, resources, and training in appropriate scientifically based academic and behavioral interventions regarding RTI. While collaboration between general and special educators will enhance services at every level of a tiered system, special education teachers should not be expected to reduce services to identified students with disabilities to assist general education teachers in implementing RTI.
- Parent should be actively involved in RTI and informed of the student’s progress, or lack of, throughout the process.