RTI and Behavior

By Doug Cheney, University of Washington, Seattle

In the September 22 RTI Blog, Cara Shores presented an RTI framework for behavior. The framework was based on the Positive Behavior Intervention and Support (PBIS) model, which endorses a three-tiered approach to prevention and intervention. Tier One focuses on universal approaches implemented throughout a school that address behavior and social development of all children; Tier Two provides targeted group interventions for students whose behavior may put them at-risk for school failure; and Tier Three provides intensive individualized interventions for students who have chronic behavioral problems. I thank Cara for introducing the PBIS model, as it will serve as the conceptual model for my blog throughout October.

I would like to reinforce Cara’s suggestion for fellow bloggers to visit the University of Oregon’s National Technical Assistance Center on PBIS website at www.pbis.org for further information on the implementation of the three tiered model. Drs. Horner and Sugai, co-directors of the center, have done a marvelous job of providing leadership, guidance, and information on the model for those wishing to implement it.

And why might you want to use the model when you consider how to implement RTI special education legislation. As presented in previous blogs (see September 4 and 8), the RTI language in IDEIA 2004 requires schools to assess, provide necessary instruction, and evaluate progress of students with learning difficulties prior to identifying the students as having a learning disability. These students would be considered to be receiving Tier Two interventions since their performance at Tier One was found to be lagging behind other students in the classroom. When students receive and are responsive to Tier Two instructional approaches, according to the RTI model, they are more likely to be receptive to the ongoing academic instruction in their classroom. Tier Two interventions are therefore able to thwart the development of further more chronic problems that may need special education service provision.

The behavioral side of the RTI model is analogous to this instructional approach. In short, when a student in a general education classroom is displaying behavior that doesn’t meet the social expectations and school-wide behavior program (Tier One), teachers can refer a student for Tier Two supports and interventions in an attempt to ameliorate the behavior problem and teach the student more effective behavior for school success. The Tier Two intervention should be an efficient and accessible approach that has a standard assessment approach and criteria for entering the intervention. While assessment and intervention approaches vary at present, it is generally agreed that this system should be systematic and accessible within one to two weeks to students in general education. With that notion, let me leave you with a few questions in hopes that fellow CEC bloggers will share their voice and opinions on this topic of behavior:

1. What are some of the essential features of a (or your) Tier One school-wide program that addresses social behavior of students?
2. What are some of the assessment approaches that are currently used to identify students for Tier Two behavioral intervention?
3. What are examples of Tier Two behavioral interventions in your school?

I’ll look forward to your thoughts on these questions, and to further dialogue regarding Tier Two behavioral intervention.

Comments

[Leanne]

My main issue with RtI for social behavior is that folks forget that Tier 1 includes 1) school-wide behavior support AND 2) good classroom behavior management. These two are essential for good Tier 1 support. I often see schools that have a great, proactive school-wide discipline plan then have teachers with poor classroom management overload the Tier 2 system. Let's not forget that good classroom behavior management is part of Tier 1/Universal

[Wendy]

I concur with Leanne’s comments. In addition, teachers using the Check Connect and Expect program reported that linking their classroom expectations to the school-wide expectations helped them to consistently manage classroom behavior. By using the classroom matrix (found on the link Doug mentioned) teachers can quickly define the school-wide expectations in every context of their classroom. Making these expectations explicit in the classroom and teaching as well as reviewing them with students routinely is essential to building strong Tier One support in school-wide PBS.