RTI Poster | Educational Psychology | Cognition

The Marriage: Positive Behavior Intervention Support & Response to Intervention

By: Joey Briggs, Nafeesha Irby, Michelle Mobley, Alexandria Pearson, & Ronica Watford
Positive Behavior Intervention Support (PBIS)
The Case of Shannon Tucker
Background: • Grade Level: 1st grade • 62 year-old grandmother was given custody over her since birth (has never met her real parents) • Lacks socialization skill with peers • Informed that she is severely below grade-level when she enters 1st grade • Runs out of seat or out of the classroom every 5-7 minutes (on average) due to intimidation with reading Analysis of Baseline Data: Tier 2 Analysis of Baseline Data:
Shannon’s teacher decided to collect one weeks worth of DIBELS assessment data. This data is used to determine the level of intervention and support that would be provided to Shannon. Based on the data collection, Shannon is on grade level and will receive regular classroom instruction along with all students. It is predicted that Shannon will have a very successful 1st grade year. The teacher creates goals for Shannon to hit as the year progresses. However, shortly into the school year Shannon’s caregiver passes away and Shannon’s academic levels drop. Shannon transfers to two different schools throughout the school year.

Response to Intervention (RTI)

Pos itive Behavior Intervention Suppot (PBIS) Bas eline Data
18 16 14 12
TimesOut of Seat

The Student Assistance Team at Jones Middle School decided to collect one week’s worth of data on Shannon Tucker’s behavioral patterns. They noticed that on average, she gets out of her seat between 10 and 16 times within a 45 minute reading block. When she decides to leave her seat, she either disturbs other students, runs into the hallways, or hides in the bathroom. She most frequently does this when asked to read out loud, conduct paired reading with a partner, or engage in any reading/writing activity that will expose her reading gaps. The Student Assistance wants to work on getting Shannon to remain in her seat to avoid disrupting the learning environment and ensure that she is safe within the parameters of the classroom. They also would like to work with her on strategies that she can use to best communicate with the teacher the challenges she is having with the work she is being asked to do to enable her to receive the targeted support she needs.

10 8 6 4 2 0 9.15

Number of Times Out of Seat (Baseline Data)

Tier 2 Response to Intervention:
As the school year progressed, Shannon’s DIBELS Scores continued to decrease. Shannon moved from Tier 1 support to receiving more intense secondary interventions. •Paired Reading •Repeated Reading •Sentence Combining











Data Collection Dates

The Replacement Behavior
•Teach Shannon to recognize when she is becoming frustrated with the reading task given •Provide her with a yellow cone to place at the corner of her desk when she needs the teacher’s help to work through a task that she finds difficult

Analysis of Progress Monitoring Data:
The data reveals that Shannon’s progress was assessed every four weeks and after the first check, her behavior declined. The team thought that this was a good sign that the intervention was working. After 4 weeks, the behavior began to gradually increase. The team realized that they needed to reconvene to develop some next steps and strategies because typically, when an intervention is provided, it is requested that we allow 4-6 weeks to allow an intervention to prove itself effective or ineffective.

Analysis of Progress Monitoring Data:
The data shows that Shannon’s progress was assessed once a month for four months, and steadily declined. As the academic progress showed a decline in skills, the team increased the amount of support given to Shannon throughout the month. Shannon is quickly moving towards being high-risk and falling behind her grade level peers.

Suggestions for Next Steps:
Month 2: •Progress monitoring- Shannon was below target Month 4: •Shannon is now functioning well below the target and should move to a Tier 3 intervention. Her behavior has not decreased even with interventions in place.

Reading/Behavior Intervention:
Shannon needs intense, systematic and explicit instruction in letter naming, phoneme segmentation and non-sense word fluency. A scientifically research based intervention will be implemented individually or in a small group five days a week for 30-45 minutes and progress monitoring will be increased to once a week. All skills will be taught to mastery and automaticity and involving kinesthetic/tactile modality and at least one other sense (visual, auditory) may bolster memory and aid in retrieval of information. The Assistance team may need to review the interventions often to ensure fidelity of implementation. Shannon’s behavior incidents are greatly affected by academic deficits. Accommodations and modifications will be put in place in the classroom to minimize behavior outburst, while increasing basic reading skills. Since her behavior is a safety issue, she is in need of intense individualized behavior plan. A functional behavior assessment can be completed to assist in writing goals and creating a plan. The behavior management and the academic deficits cannot be seen as two separate domains. The intense individualized interventions for Shannon need to address both areas of concern. Progress monitoring needs to be more frequent and instruction more intense. Interventions and progress monitoring should be reviewed every three weeks by the Assistance team and decisions made to either continue or changes need to be made to the plan.
Sources: Response to Intervention: Principles & Strategies for Effective Practice by Chidsey & Steege

& Martin County Schools

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