Intensifying Interventions for Struggling Students through Data Based Individualization

Planning Function-Based Interventions for Students With Intensive Behavior Needs Lori Newcomer, Joseph Wehby, and Gail ChanUniversity of Missouri, Vanderbilt University, and American Institutes for ResearchApril 11, 20141The National Center on Intensive Intervention (NCII) does not endorse any specific products. We would like to acknowledge that examples used in presentations are selected for illustrative purposes, in large part because they are commonly used in tiered systems and have an intriguing evidence base.

Note22Intensive interventionaddresses severe and persistent learning or behavior difficulties. Intensive intervention should be: Driven by data Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supportsWhat Is Intensive Intervention?3

3Secondary intervention program, delivered with greater intensityProgress monitoringInformal diagnostic assessmentAdaptationContinued progress monitoring, with adaptations occurring whenever needed to ensure adequate progressFive Steps of Data-Based Individualization (DBI)445A Birds Eye View of DBI

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Low academic achievement: 817 percent of students with disabilities (SWDs) scored Proficient or above across reading and mathematics at Grades 4 and 8. Dropout rates: SWDs drop out of high school three times more often than the general population. Why Do We Need Intensive Intervention? 66Part I: Core Concepts in Behavior

77Basic assumption:

Behavior always servesa purpose.

It is performed to obtaina desired outcome orgoal.

Core Concepts in Behavior8

Photo Credit: woodleywonderworks via Compfight cc8To Obtain/Get:Peer attentionAdult attentionDesired activityDesired object/ itemsSensory stimulation (e.g., auditory, tactile)

Avoid/Escape:Difficult taskBoring taskEasy taskPhysical demandNon-preferred activityPeerStaffReprimandsMost Common Functions of Behavior99Common reasons why students misbehave:Students have not learned the behavior.Inappropriate behavior removes students from what they do not want to do (escape).Inappropriate behavior gets students something (typically attention).They have not had to do the behavior in that way before.Most Common Functions of Behavior1010Part II: Why Should I Care About Function?1111A hammer is an effective tool but not with a screw.

Design and implement interventions carefully, but quickly.

Time is a precious commodity. Educators need to be efficient when problem solving. Why Function Is Important12http://ebi.missouri.edu/12When generating interventions we use function to develop ideas to change A, B, and C.

Function-Based InterventionsMaintaining Consequence & FunctionProblem BehaviorAntecedentFUNCTIONFunction should guide selection of prevention strategies.Targeted Routine1313Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks.

Possible behavioral interventions:Planned ignoring Jason when he criesBreaking down objectives into smaller parts; asking for helpStopping the activityTime out from reinforcementIncreasing his schedule of reinforcement (e.g. giving him access to preferred activities more often)ExampleStart with the functionWhich one will address the function of the problem?141414Reminder About Core TerminologyFunctional problem solvingFunctional behavior assessmentFunction-based interventionsFunctional analysis of behaviorFunctional assessment

1515Levels of Analysis1616Reminder

With function-based interventions, it is important to identify the events that reliably predict and maintain problem behavior.Function-Based Interventions1717Gather indirect and direct dataAnalyze the dataFormulate a hypothesis about the function of the behaviorDevelop a Positive Behavioral Support Plan (PBSP)Monitor and adjust the plan as needed

Tools to Guide Function-Based Interventions1818Refer to pp. 24 for examples of guiding questionsGuiding Questions About Your Current FBA Process19

Source: Newcomer, 201219Part III: Planning and Implementation Considerations 2020Intervention steps or proceduresExisting or needed materials and resourcesRoles and responsibilities related to intervention implementationThe intervention schedule and contextA method to monitor outcomes and analyze dataFive Things Intensive Intervention Plans Should Include21Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/2122

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Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/23Case Example: Instructional Match24

Photo credit: http://www.flickr.com/photos/charlottel/154443920/; http://www.flickr.com/photos/dno1967b/8703319368/; http://creativecommons.org/licenses/by/2.0/

24Problem: The assessment of a students current instructional level/ability is inaccurate in some way (e.g., knowledge, difficulty, pace, and/or level).In other words, there is a mismatch between the students skill/ability and the level or difficulty of the task.

Result: Students who are failing academically are frustrated and often act out!

Instructional Mismatch?25Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/25Instructional Issue:Doing addition problems without being able to count

Possible Solution:Preteach content or skillteach student number skills before introducing addition.

Quick Example #126

26Instructional Issue:Journal writing without being able to form two- or three-word sentences

Possible Solution:Reduce the difficulty of the taskas opposed to writing sentences independently, you could have the student draw a picture and fill in the blank/guided writing.

Quick Example #227

27Instructional Issue:Reading comprehension passage

Possible Solution:Break down tasks into smaller, more manageable subtasksprovide questions with prompts and key words from the passage.

Quick Example #328

Task/Activity: math worksheet with multi-step directions

Behavior: pretends to sleep; non-responsive

Other Notes: generally sociable; likes peersExample: Johnny2929Function: Escape/avoidance of the math taskMore specifically, Johnny cannot remember multi-step directions Priority reason was identified as a mismatch between the current ability and task demand Considerations for Johnny30

30Intervention: Select an intervention that aligns with the identified function of behaviorUse visual promptsWrite instructions on the whiteboard Provide desk-size copies of instructions

Considerations for Johnny 31

31Monitor outcomes and analyze data: After implementing the visual prompts for three math lessons, the teacher will assess if Johnny is more engaged and submitting his math worksheets.Style and context: The teacher has identified that she really likes peer tutoring strategies as well.Add peer tutor or mentor

Considerations for Johnny32

32Must be able to accurately assess a students current level of ability and implement a curriculum and teaching materials that are appropriate to the students instructional level.Must match task demands with current skill levels to ensure success.Must differentiate instruction whenever possible and appropriate.

33Critical Components for Success With Instructional MatchSource: Evidence Based Intervention Network (http://ebi.missouri.edu)/33Identify the hypothesized function of behavior and then select the intervention.Use data to evaluate the effectiveness and make adaptations as necessary.Implementation integrity Selecting function-based interventions are likely effective, not definitely effective.

Summary34Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/34This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer.

The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.Disclaimer3535Capizzi, A. M., & Fuchs, L. S. (2005). Effects of curriculum-based measurement with and without diagnostic feedback on teacher planning. Remedial and Special Education, 26(3), 159174.Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Minneapolis, MN: Leadership Training Institute for Special Education.Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of curriculum-based measurement evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21(2), 449460.Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10, 4352.

References3636Newcomer, L. (2012). Brief functional assessment and behavior support plans. Paper presented at Montana Behavior Initiative Summer Institute, Bozeman, MT.

References3737National Center on Intensive Intervention1000 Thomas Jefferson Street NWWashington, DC 20007-3835

866-577-5787

www.intensiveintervention.org

Email: ncii@air.org3838