Session DiscussionBackground on Response to InterventionThe Pyramid Model as a RTI framework for addressing behaviorImplementation issues for RTIAddressing issues

A Little Background on RtIMany children receive intervention for their behavioral or academic problems too late.Early intervention can prevent delays and reduce severity of developmental problems.Response to intervention also has its roots in the idea of early intervention as prevention.

What is Response to Intervention?RTI is:a multi-tiered approach to instruction that uses a systematic problem-solving approach that focuses on students response to those interventions as a basis for determining their instructional needs and intensity.

What does an RtI approach do?Finds children falling behind as soon as possible--screening

Has multiple levels of instructional support available so children can be matched with the level of support they needmultiple tiers of intervention

Uses a progress monitoring approach to make sure intervention is working

Uses a systematic problem-solving approach that focuses on students response to those interventions as a basis for determining their instructional needs and intensity

Essential Components of RtIUse of multiple tiers of intervention Reliance on evidence-based practices in all tiersUse of monitoring to determine if students are making progressProblem-solving approach to determine most appropriate level of intervention for individual students

Essential Component #1:Multi-Tiered ModelContinuum of Intensity and Progress Monitoring IncreasesPercentage of Children Needing More Intensity Decreases

Essential Component #2:Evidence-Based Practices Used in All TiersTier 1: Evidence-based core curricula and instructional practices provided to all childrenTier 2: More intensified instruction for children not demonstrating adequate growth in Tier 1Increased opportunities to practice skills from Tier 1 curriculumTier 3: More focused intervention for children not showing adequate growth in Tier 2 or for children well below Tier 1 benchmark

Essential Component #3: Use of Progress MonitoringTo identify children not showing adequate growth To monitor growth of children receiving targeted intervention in Tiers 2 and 3Measures are for instructional planningnot diagnosis

Individual Child Progress MonitoringOlive had 3 quarterly assessmentsOlive was below benchmarkIntervention implemented

Provides before and after slope estimates

Essential Component #4:Problem-Solving Model Assumes Data-Based Intervention Decision-Making More DynamicMore Data-DrivenMore Responsive

Some Misconceptions about RtI1. Rti replaces special education and its procedural safeguards. RtI does not replace existing systems for evaluating or determining eligibility for special education services and procedural safeguards.2. Children with disabilities will be in Tier 3. Children with disabilities can be found at all tiers.3. RtI models focus only on preventing learning disabilities and not behavior problems and challenging behaviors. Focus is on learning or behavioral problems.

QuestionsHow can we in early childhood apply an RtI model to early childhood in the area of social-emotional development?How can we build on existing models?What will some of the challenges be?What are the next steps?

Social Competence Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. (National Scientific Council on the Developing Child, 2007)

National Centers - ResourcesCenter on the Social and Emotional Foundations for Early Learning (HHS)

www.vanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Intervention (OSEP)

www.challengingbehavior.org

Pyramid ModelUniversalPromotionSecondaryPreventionTertiaryIntervention

Nurturing and Responsive RelationshipsFoundation of the pyramidEssential to healthy social developmentIncludes relationships with children, families, and team membersMeets criteria for high quality practices as defined by NAEYC and DEC

High Quality EnvironmentsInclusive early care and education environments Comprehensive system of curriculum, assessment, and program evaluationEnvironmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC

Targeted Social Emotional SupportsSelf-regulation, expressing and understanding emotions, problem solving, developing social relationshipsExplicit instructionIncreased opportunities for instruction, practice, feedbackFamily partnershipsProgress monitoring and data-based decision-making

Individualized Intensive InterventionsComprehensive interventionsAssessment-basedSkill-buildingPartnerships with familiesProgress monitoring and data-based decision-making

Assessment & Progress MonitoringUniversal Screening(ASQ-SE, SSRS)Behavior IncidentsProgress monitoring(Child Checks)Behavior IncidentsProgress monitoring(Child Checks)Behavior IncidentsWith increased precision and frequency

Implementation FidelityTeaching Pyramid Observation ToolTeacher adoption of tier 1 for all childrenGeneral assessment of tier 2 and 3; not specific to individual target childTier 2 and Tier 3Must develop fidelity tool to examine implementation of intended instructional procedures and number of child learning opportunities

RtI for Social/BehavioralType and intensity of behavior Can demand immediate, intensive intervention.Type and intensity of behavior Can demand very frequent measurement Interventions are reliant on the social environment of the classroom; not delivered as pull-outTier 2 and 3 interventions are not unique; difference is in intentionality, dosage, and precisionIn tiers 2 and 3, family involvement is vital to implementing and powering up intervention intensity across interactions, routines, and environmentsThe potential targets of behavior change are almost limitless, requiring highly individualized measurement methods

Questions/Reflections from YouWhat is happening in RtI relevant to early childhood in your state? What challenges are programs encountering? What policies, procedures, collaborative relationships are necessary for RtI?What do you see as the potential for RtI?What do you see as major tasks for the field in adopting the RtI framework?

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**We in early childhood have long known that early intervention can prevent the onset of problems in various domain and can reduce the severity of disabilities.

****There are three major infrastructure pieces that schools need to put in place to RtI:We will expand on each of these in the next few slides.

****Buzhardt, NCTI 2007Juniper Gardens Children's Project**Dynamic model; much more frequent examination of rates of progress and more opportunities to change and refine intervention in the absence of adequate progress*There are three major infrastructure pieces that schools need to put in place to RtI:We will expand on each of these in the next few slides.

***The inspiration for the Pyramid Model comes from the public health model of promotion, prevention, and intervention. Similar to the public health model, we describe the need for universal, secondary, and tertiary interventions. At the universal level we include the practices needed to ensure the promotion of the social development of all children. At the next level, the prevention level includes the provision of targeted supports to children at risk of challenging behavior. Finally, the tertiary level of the pyramid describes the need to provide individualized and intensive interventions to the very small number of children with persistent challenges.

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*You can contact TACSEI by visiting our website at www.challengingbehavior.org