INTERVENTION TOOL KIT FOR SCHOOL PSYCHOLOGISTS

Transcription

DETROIT PUBLIC SCHOOLS
Department of Student Support Programs and Specialized Services
OFFICE OF PSYCHOLOGICAL SERVICES
INTERVENTION TOOL KIT FOR
SCHOOL PSYCHOLOGISTS
(Working Within the RtI Framework)
Sandra J. Screen, Ph.D., LP, NCSP
Director
Intervention Tool Kit for
School Psychologists
(Working Within the RtI Framework)
Sandra J. Screen, Ph.D., L.P., N.C.S.P.
Director, Office of Psychological Services
Acknowledgements
I would like to thank the team of school psychologists that worked so diligently to make
this resource book possible:
Jacklyn Butler, M.A., C.S.P.
Gianna Coburn, M.A., C.S.P.
Sharon Coley-Wilson, M.A., C.S.P.
Peter Dollar, M.A., C.S.P.
Shelly Neal, M.A., C.S.P.
Hiat Saleh, M.A., C.S.P.
Willetta Slack-Williams, Ph.D., C.S.P.
Candace Sullivan, M.A., C.S.P.
Considerable thought, effort and dedication went into everything that appears in this
toolkit. On behalf of the Office of Psychological Services, you have our sincere respect
and appreciation.
Chair
Paul G. Chrustowski, Ph.D., L.P., C.S.P.
Supervisor
Sandra J. Screen, Ph.D., L.P. N.C.S.P.
Director
ii
Contents
Preface…………………………………………………………………………………..v
Introduction……………………………………………………………………………. 1
INTERVENTIONS
Reading…………………………………………………………………………………. 9
1. Phonemic Awareness…………………………………………………………. 10
2. Phonics………………………………………………………………………….24
Reading
Fluency………….……………………..………….…………………………………….30
1. Letter Naming Fluency………………………………………………………...31
2. Word Fluency…………………………………………………………………..34
3. Oral Reading Fluency………………………………………………………….36
Vocabulary and Reading Comprehension.…………………………………………...41
1. Vocabulary……………………………………………………………………...42
2. Comprehension…………………………………………………………………46
Math Computation and Concepts……….……………………………….....................57
Spelling and Written Expression.…………..………………………………………….63
Behavior………………..…………..……………………………………………………73
Autism Spectrum Disorder ………….…………………………………………….…..81
Attention Deficit/Hyperactivity Disorder (ADHD)…………………………………..87
APPENDICES
Appendix A: RtI Flowchart…………………………………………………………...96
iii
Appendix B: Sample Psychological Report of Tier 3 Individual Intensive
Intervention……………………………………………………………………………..98
Appendix C: Sample Psychological Report for Special Education Eligibility Using
RtI……………………………………………………………………………………...108
Appendix D: Sample of DIBELS Oral Reading Fluency materials……………….115
Appendix E: Sample of Curriculum-Based Assessment Progress-Monitoring
Recording Sheet……………………………………………………………………….120
Appendix F: Sample of Problem Identification Interview Form………………….122
Appendix G: Sample of Self-Monitoring Form for Behavioral Interventions……126
Appendix H: Sample Discrete Trials with a Beginning, Middle and an End……..128
Appendix I: Sample Question and Response Chart for Function of Objects
Intervention for Autism Spectrum Disorders……………………………………….130
Appendix J: Sample Social Stories / Pictures for Social Skills Instruction for
Autism Spectrum Disorders…………………………………………………………..132
Appendix K: Samples for Transforming Negative Statements into Positive
Statements for Increasing Positive Interactions……………………………………..137
Appendix L: Sample of Weekly Organizational Chart for Organizational
Interventions for Students with ADHD……………………………………………...139
Appendix M: Samples for Teaching Desired Behaviors Intervention for Students
with ADHD…………………………………………………………………………….141
ADDITIONAL RESOURCES………………………………………………………..143
iv
Preface
Change is a given thing.
As uncomfortable as change may make many of us, it is
constantly happening. As individuals, as a professional field, and as a world, we are
dynamic and constantly changing and evolving. To successfully cope with changes it is
best to approach change without resistance. The martial art of Tai Chi relies heavily on
this philosophy on nonresistance and in the power of nonresistance. The Chinese
metaphor of water and the rock is often used to exemplify this. Water rushing through a
river has the power to wear away rocks in the riverbed. Yet no matter how much force
the rock exerts against the water, the water remains nonresistant without losing any of its
power. This metaphor of nonresistance would serve us well in coping with the many
changes evident in our field of school psychology. This will require many things of us:
changes in the type of training we will need, changes in our skill sets and responsibilities,
changes in how we conceptualize the challenges students face, and changes in how we
make decisions, to name a few. If we forge ahead and face these changes without
resistance, we will remain a powerful force in the lives of the students and families we
serve!
Change is easier to face without resistance when we have two essential components at
our disposal: 1. a clearly understood rationale for the change, and 2. practical tools to
cope with the change. Greater accountability standards established through NCLB and
the reauthorization of IDEA have provided mandated rationale for the changes in the
field of school psychology. Years of research have also shown us that the Response to
Intervention (RtI) model provides a better way to serve children than the paradigm under
which school psychologists have been operating for years. This book you currently hold
provides the second essential component to deal with the changes in our profession: the
practical tools to cope with the change. Contained within these pages are no less than 75
specific interventions that school psychologists could use themselves under an RtI
framework to address the vast majority of academic and behavioral concerns faced by
today’s students. For the purposes of this toolkit, a particular emphasis was placed upon
interventions for students in grades K through 3, as the research emphasizes the greater
impact of early interventions. Nonetheless, the interventions are easily adaptable for
older students. The interventions are described in specific and clear detail so that they are
easy to implement. Specific materials needed, the time involved, and recommendations
for progress monitoring are all described. Each intervention is research-based, and the
research citation is provided. Also provided in this toolkit are recommendations for the
school psychologist’s role at each tier in the problem-solving framework, concrete
examples of how to record, chart and monitor intervention integrity and progress,
concrete examples of how to present intervention results in the format of a psychological
report for special education decision-making, and a large list of additional Internet-based
and in-print resources. I am confident you will find this toolkit a valuable resource that
will aid you in continuing to provide the highest standards of psychological services to
the students of Detroit Public Schools.
Paul G. Chrustowski, Ph.D., L.P., C.S.P., Supervisor, Office of Psychological Services
v
Introduction
The goal of this intervention toolkit catalog is to provide school psychologists with a list
of interventions to assist them in the appropriate selection, implementation and progress
monitoring of the students with whom they provide direct, intensive intervention
services. This catalog provides a sample of research based and teacher applied
techniques to increase student achievement and positive behaviors. This is by no means
an exhaustive list of interventions, but is instead a sampling of several high-quality
research-based interventions that psychologists may find useful when implementing the
Response to Intervention (RtI) model. Additional resources are provided to assist
psychologist in compiling a user-friendly, yet effective database from which to choose a
variety of interventions to address the individual needs of students whom they service. In
addition to providing samples of interventions, the catalog also addresses how to collect,
analyze, and interpret data in order to make recommendations for special education
eligibility within the RtI model. It is intended that this catalog be used as a guide in
translating the RtI model into a workable framework within the Detroit Public School
setting.
Response to Intervention (RtI) Model
As part of the Individual’s with Disabilities Education Improvement Act of 2004 (IDEA
2004), a provision was made to reduce the number of students misdiagnosed with
learning disabilities. This change in the law requires that “lack of appropriate instruction”
cannot be used in the determination of learning disability eligibility. Further, the practice
of using the discrepancy criterion for the diagnosis of Learning Disability is no longer
required. The new law provides local education agencies the option to implement a
Response to Intervention (RtI) model based on scientific research to improve educational
outcomes and decision-making for students who demonstrate academic difficulties. It is
based on the premise of providing high-quality instruction, early identification of
academic and behavior problems, interventions based on individual needs, and
monitoring the learning rate and effectiveness (level of performance) of the
interventions.
The Response to Intervention (RtI) model is an on-going problem solving collaborative
effort between general education professionals and support staff specialist. These
professionals include general education teachers, school psychologists, school social
workers, behavior specialists, instructional specialists, literacy coaches, teachers of
speech and language disorders, administrators, paraprofessionals, etc.
The Response to Intervention (RtI) model is based on eight core principles. According to
the National Association of State Directors of Special Education, Inc. (2006), they are as
follows:
•
The assumption that all children can learn: It is the responsibility of the state and
local agencies to identify the curricular, instructional, and environmental
conditions that foster learning for all children.
•
Intervene early with learning and behavior problems before they become serious.
1
•
RtI is a three-tiered system of delivery that addresses increasing degrees of
instruction based on students’ individual needs.
•
The problem solving method is used to make determinations at each level to
develop appropriate interventions. This involves defining the problem, analyzing
the data, developing the intervention, and monitoring and/or assessing the
progress.
•
The requirement that curriculum and interventions are scientifically based to
ensure effectiveness.
•
The student’s progress must be monitored with assessments that measure
curriculum and developmental skills, are sensitive to small increments of growth
over time, administered efficiently over short periods, and administered
repeatedly (using multiple forms). Fuchs (1986) indicated that students achieve
the most when (1) assessments were conducted twice per week; (2) ambitious
goals were set; (3) data were displayed on graphs; and (4) teams used preset data
utilization rules in analyzing data (e.g., the set number of data points below an
aim line to indicate the need for a strategy change).
•
Decisions about the student’s response to intervention must be based on the
collection of ongoing data.
•
Data is collected from three types of assessments: screening assessment, which
can be administered to all children to identify those who may need additional
instructional support; diagnostics to assess a child’s strengths and weaknesses in
specific skill areas; and progress monitoring to assess progress.
The School Psychologist’s Role within the RtI Framework
The role of the school psychologist and the services provided within the RtI framework
can be conceptualized into two categories: direct and indirect. The school psychologist
generally provides the same services within the direct and indirect categories at Tier I and
Tier II.
Indirect & Direct
Tier I
• Observe classroom 2 -3 times across two settings (i.e. during reading
period and lunch)
• Assist the teacher in selecting classroom wide screening material
• Analyze classroom wide screening data
• Make decisions on which students are proficient with Tier I instruction
and those that need to progress to Tier II
Tier II
• Assess small group of target students to identify specific deficit areas
• Develop an intervention
• Provide consultation to teacher/paraprofessional to implement intervention
o Provide modeled instruction a minimum of 2 times to the
teacher/paraprofessional of the selected intervention
2
•
•
o Observe the teacher/paraprofessional conducting the entire
intervention a minimum of 3 times to ensure intervention integrity
Monitor intervention
Make decisions as to which students need additional intervention and
progress to Tier III
The role of the school psychologist differentiates at Tier III between providing direct and
indirect services. The process of the Tier III RtI problem solving model is illustrated in
Appendix A.
Indirect
Tier III
•
•
•
•
•
Assess individual student to identify specific deficit areas
Select intensive intervention to address deficit area
Provide consultation to teacher/paraprofessional to implement intervention
o Provide modeled instruction of the intervention a minimum of 2
times
o Observe the teacher/paraprofessional conducting the entire
intervention a minimum of 3 times to ensure intervention integrity
Monitor intervention
Make decision as to whether the student needs additional services through
special education or phased into remedial or general education program
Direct
Tier III
• Assess individual student to identify specific deficit areas
• Select intensive intervention to address deficit area
• Provide intervention directly to student
o Adhere to standards of reliability, validity, and intervention
integrity
• Monitor intervention
• Make decision as to whether the student needs additional services through
special education or can phased into remedial or general education
program
Prior to Selecting an Intervention
Prior to selecting an intervention it is important that the psychologist collect information
regarding previous educational/behavioral history and existing data in order to
specifically identify the deficit area(s) of concern. The information gathered will vary
according to grade level and availability.
The following are suggestions of data that may be collected prior to selecting an
intervention:
3
Elementary
Report Card Grades
Standard Test Score:
Terra Nova (Below 16th %ile,
MIP, MEAP(Level 3 & 4),
IOWA
DIBELS
Oral Reading Fluency Charts
Unit assessment tests
STAR/Accelerated
Reading/Math
English Language Proficiency
Assessment
Academic Achievement Tests
Attendance
Missing/Incomplete
Assignments
Middle
Report Card Grades
Terra Nova (Below 16th
%ile, MIP, MEAP (Level
3 & 4)
High School
Report Card Grades
Terra Nova (Below 16th
%ile), MIP, MEAP (Level 3
& 4)
English Language
Proficiency Assessment
Academic Achievement
Tests
Attendance
Missing/Incomplete
Assignments
English Language
Proficiency Assessment
Academic Achievement Tests
Attendance
Missing/Incomplete
Assignments
In addition to reviewing existing data, it will often be necessary to administer
assessments that will isolate specific areas of weaknesses. For example, the DIBELS,
Comprehensive Test of Phonemic Processing (CTOPP) or portions of the Woodcock
Johnson III Achievement may need to be administered to measure specific areas of
reading that may need remediation. This procedure is the foundation for addressing
deficits in the core areas of reading, math, written expression, and behavior. For
example, when receiving a referral for reading the above mentioned assessments may be
used to pinpoint deficits in the following areas:
Phonemic awareness: Phonemic awareness refers to the knowledge students have
of individual sounds in words and their ability to manipulate those segments of
sound (National Reading Panel, 2000).
Phonics: Phonics is the relationship between a specific letter and its sound, only
as it relates to the written word. Phonics is used, for example, when a reader
comes across an unknown word (National Reading Panel, 2000).
Fluency: Fluency is the ability to read text accurately and smoothly. When fluent
readers read aloud, their expression, intonation, and pacing sound natural — much
like speaking. This does not mean that fluent readers never make mistakes.
Fluency develops from reading practice (National Reading Panel, 2000).
Vocabulary: When children learn to read, they begin to understand that the words
on the page correspond to the words they encounter every day in spoken English.
That is why it is much easier for children to make sense of written words that are
already part of their oral language (National Reading Panel, 2000).
Text Comprehension: Text comprehension is the interaction that happens
between reader and text. More than merely decoding words on a page,
4
comprehension is the intentional thinking process that occurs as we read (National
Reading Panel, 2000).
Once prior/existing data is reviewed and the specific area in need of remediation is
identified, selection of the appropriate intervention takes place.
Principles for Selecting an Intervention
This catalog provides a sample of interventions to address a variety of academic and
behavioral concerns. It will be necessary for school psychologists to often select
interventions from available resources on their own from an assortment of other sources
(i.e. internet, teacher catalogs, etc.). When selecting an intervention it is important to
keep the following recommendations in mind:
1. Documented evidence of effectiveness
-choose interventions that are proven to improve the areas they were designed to
address, thus assessments with documented reliability and validity.
2. Consistent with an ecological perspective
- choose interventions that consider environmental factors and are simple. For
example, identify antecedents and consequential factors that are contributing and
maintaining the deficit behavior, as this can help to prevent future problems and
alleviate current problems. Using the antecedent-behavior-consequences (ABC)
model greatly simplifies intervention development.
3. Emphasis on a proactive approach to classroom problems
- interventions, when possible, should focus on modifying the classroom
environment to promote high levels of student engagement and prevent academic
failure and disruptive behavior.
4. Capable of class wide application
-they prevent students from being singled out and help in situations where the
environment is contributing to problems
5. Capable of being easily taught through a consultation format. For example,
interventions should be able to be taught to teachers, parents, para professionals,
etc, within 3-4 consultation sessions.
6. Capable of implementation using regular classroom resources
7. Capable of being evaluated by reliable, valid, and practical methods
5
Principles for Implementing an Intervention
Prior to actually carrying out the intervention, it is necessary for the interventionist and/or
consultant to identify explicit goals for the student to achieve. Additionally, it is during
this stage of the intervention process that baseline data is collected. Generally one to five
intervention sessions are suggested in order to obtain an adequate baseline of
performance (Sugai & Tindal, 1993).
The overall guiding principles for successfully implementing an intervention dictate that
the intervention must be delivered under reliable and valid circumstances. Reliability is
achieved by implementing the intervention in the way that is specified by the procedure
of the intervention. The key to reliability is consistency and treatment integrity. Any
variations from the original intervention procedure should be well documented in order to
preserve the integrity of the intervention. Validity is obtained through assuring that the
intervention that is being used to remediate a deficit skill or behavior problem actually
addresses the target behavior/skill (Sugai & Tindal, 1993).
Principles for Progress Monitoring
Progress monitoring is a scientifically based procedure that is essential to measure the
effectiveness of the intervention efforts. The purpose of progress monitoring is to assess
the rate of progress of the student in order to make any necessary changes in a timely
fashion. As part of progress monitoring, the student’s current level of academic
performance is analyzed in relation to curriculum based measures. The student’s
performance in the specified area is then measured on a regular basis (weekly or
monthly). These measurements are plotted on a graph to allow visual representation of
the rate of learning. This procedure allows for easy and quick understanding by the
teacher and the parent. As the student’s progression is monitored, the instructional
techniques or interventions can be adjusted as needed to continue to meet the student’s
needs.
Progress monitoring is beneficial because it continuously assesses and documents
whether or not the student is receiving appropriate instruction/intervention. It also allows
for efficient communication between school staff and parents/guardians about the
student’s progress and fewer special education referrals (National Center on Student
Progress Monitoring. http//www.studentprogress.org/).
There are challenges that are inherent in progress monitoring when school districts are
trying to implement the Response to Intervention model. Parents and teachers need more
information about the effectiveness of progress monitoring and intervention that would
be in contrast to psychoeducational evaluations traditionally used to determine eligibility
for special education (National Center on Student Progress Monitoring.
http//www.studentprogress.org/).
6
Guiding Principles for Determination of Special Education Eligibility
The Michigan Association for School Psychologist provides the following position
statement on RtI in response to special education eligibility in relation to a specific
learning disability:
If a student has been provided appropriate research-based
instruction in the regular education setting and there is databased documentation of repeated assessment of achievement at
regular intervals, the IEP team may consider a student as a
student with a learning disability if the student meets all of the
following criteria:
1.
Academic achievement significantly below that which
is expected when compared to local norms and measured using
rigorous progress-monitoring tools with established reliability
and validity.
2.
The student persistently fails to meet state grade level
expectations and benchmarks in the area of suspected disability
as measured on mandated state assessments.
3.
Slope of learning is significantly less than that of
same age/grade local peers, and the gap in the rate of acquisition
of learning is not likely to close without substantial intensive
intervention.
4.
Lack of response to research based interventions that
are targeted to the individual student’s specific needs and are
delivered with integrity for a substantial period of time (for
example, one year with intervention trials at both Tier 2 and Tier
3). Delivered with integrity means that the intervention was
implemented: following a regular schedule, documentation of
attendance, and repeated measurement of student progress, and
evidence that other students within the setting demonstrated
adequate progress when exposed to the same or similar
interventions.
5.
Demonstrated difficulty accessing and progressing in
the general education curriculum without the provision of special
education intervention, support, accommodations, or
modifications.
6.
The student’s achievement deficits are not primarily
the result of his/her status as an English Language Learner, or
another disability or condition, such as: Cognitive Impairment,
Emotional Impairment, Autistic Spectrum Disorder, Physical
Impairment, Hearing Impairment…etc
Samples of an of the RtI case study are provided in Appendix B and
Appendix C.
(MASP Proposed Position Statement on Response-to-Intervention, 2005)
7
References
James, F. (2004). Response to intervention in the individuals with disabilities education
act (IDEA), 2004. International Reading Association.
National Association of State Directors of Special Education, Inc. (2006). Response to
intervention: Policy considerations and implementations. Alexandria, VA: National
Association of State Directors of Special Education, Inc.
National Research Center on Learning Disabilities. (2004). Executive Summary of the
NRCLD symposium on responsiveness to intervention [Brochure]. Lawrence, KS: Author.
8
Reading
Phonemic Awareness 1: Isolation
Phonemic Awareness 3: Identity
Phonemic Awareness 4: Categorization
Phonemic Awareness 6: Blending
Phonemic Awareness 7: Blending Phonemes
Phonemic Awareness 8: Segmenting and Blending
Phonemic Awareness 9: Deletion
Phonemic Awareness 11: Addition
Phonemic Awareness 12: Substitution
Phonemic Awareness 13
Phonics: Intervention 1
9
Goal: Student will isolate a sound in a word in a target position.
Materials:
•
List of words that are age/grade level appropriate. The list of words can be
obtained from the student’s teacher
Procedure:
1. Say a word and ask the student what sound it begins with.
Note: This can also be done with the final and middle sounds as the student
becomes more familiar with how to isolate one sound from the rest of the sounds
in a word.
Examples:
Interventionist: What’s the first sound in bat?
Student: /b/
Interventionist: What’s the last sound in wig?
Student: /g/
Interventionist: What’s the middle sound in bag?
Student: /a/
Frequency of Intervention:
This intervention should be conducted 3 - 5 times weekly for 7 – 12 minutes.
Progress Monitoring:
The frequency of progress monitoring should be once every 3 – 5 intervention sessions
and feedback/decision making sessions should be scheduled every 3 - 5 data points (3-5
progress monitoring sessions).
References:
Hall, S.L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data.
Longmont, CO: Sopris West Educational Services.
10
Goal: Student will isolate a sound in a word in a target position.
Materials:
•
List of age/grade appropriate words. The list of words can be obtained from the
teacher.
Procedure:
1. Interventionist gives the student instructions. Ask the student to give the thumbs
up sign if they hear a target sound at the beginning of a word.
2. Interventionist reads a word.
Additional Consideration: Once the students are ready, you can increase the difficulty by
changing the task to isolate and match the ending sounds, and then eventually the middle
sounds.
Frequency of intervention:
and feedback/decision making sessions should be scheduled every 3-5 data points (3-5
References:
11
Phonemic Awareness 3: Identity
Goal: Student will recognize the same sounds in different words.
Materials:
•
•
Picture cards
Craft sticks
(glue picture cards to each end craft stick)
Procedure:
1. Students connect the initial sounds in word.
(This activity is modeled after the game of Dominos)
References:
12
Goal: Recognize that the one word in a set has an “odd” sound.
Materials:
•
Set of picture cards
Procedure:
1. Sort the picture cards into columns by initial sound.
2. Have the student identify the sound that is in each word.
Suggestion: At first it is best to select sounds that extend rather than sounds that
stop. Make sure that the sounds are different and easily distinguished from one
another. After a while, you can extend this activity to focus on the ending or
middle sounds in words.
References:
13
Goal: Recognize that the one word in a set has an “odd” sound.
Materials:
•
6 – 8 miniature objects for each sound.
Procedure:
1. Student picks up a miniature object, says its name, determines the initial sound in
the word and then places the object in the appropriate pile.
References:
14
Phonemic Awareness 6: Blending
Goal: Students will improve their segmenting and blending skills.
Materials:
•
•
A turtle picture on craft stick.
Word list appropriate for child’s age or developmental level.
Procedure:
1. The student holds a picture of a turtle taped to a craft stick.
2. Interventionist asks students how turtles move. (Student should respond by saying
“Slowly.”
3. Interventionist says a word and asks the student to step one slow step at a time to
segment the sounds in words.
References:
15
Phonemic Awareness 7: Blending Phonemes
Goal: Listen to a sequence of sounds and combine them to say a word. Students will
improve their segmenting and blending sounds in words
Materials:
•
Picture puzzles (Divided into the number of pieces that correspond to the number
of sounds in the word). E.g. the picture of a shoe is divided into two pieces, and
fish and cheese into three pieces.
Procedure:
1. Place the pieces in front of the child.
2. Interventionist says the word. The interventionist pronounces each sound
separately.
3. The student puts the puzzle together as he is sounding out the sounds that make
up the word.
References:
16
Phonemic Awareness 8: Segmenting and Blending
Goal: Student will improve in his/her ability to segment and blend sounds into words
Materials:
•
•
Word List
Manipulative objects (such as blocks or counters)
Procedure:
1. Interventionist says a word.
2. The student moves one token or objects as they say each sound.
References:
17
Goal: The student will recognize the word that remains when a phoneme is removed
from another word.
Materials:
•
Word List
Procedure:
1. Interventionist says a word and asks students to repeat the word, then says it again
without a specific sound.
For example:
Interventionist: Say hand.
Student: Hand.
Interventionist: Now say it again without the /h/
Student: And.
References:
18
Goal: The student will recognize the word that remains when a phoneme is removed
from another word.
Materials:
•
•
Word List
Colored blocks or counters (each colored block represents a sound)
Procedure:
2. Ask the student to repeat the word to remove the colored block or counter that
corresponds with the sound.
3. The student blends the new word.
For example:
Interventionist: Say ham.
Student: Ham. Removes the first block and says “am”
References:
19
Phonemic Awareness 11: Addition
Goal: The student will make a new word by adding a phoneme to an existing word.
Materials:
•
Word list.
Procedure:
2. Ask the student to repeat the word and asks the student what word it would
become when another sound is added.
For example:
Interventionist: Say pot.
Student: Pot
Interventionist: Add /s/ to the beginning. What word is it now?
Student: spot.
References:
20
Phonemic Awareness 12: Substitution
Goal: The student will substitute one phoneme for another phoneme to make a new
word.
Materials:
•
Word list.
Procedure:
2. Then ask the student to repeat the word.
3. Lastly ask the student to substitute one sound with another.
For example:
Interventionist: Say mop.
Student: Mop.
Interventionist: Now change the /m/ to /k/
Student: Cop.
References:
21
Goal: To increase word attack. (Specify exact criteria in intervention plan write up)
Materials:
•
•
•
Prepare a list of words and phrases from the student’s curriculum that he/she
does not recognize.
A second sheet of paper to keep track of words known and not known.
Prepare index cards with the words written on them to be used as flash cards.
Procedure:
1. Use a 5 card scaffold strategy. From the prepared list of words/phrases write out
the words/phrases on index cards.
2. The Interventionist should introduce five words/phrases to the student and
practice connecting sounds to individual letters.
3. After the student has mastered the sound-symbol relationship for a word/phrase,
have the student repeat the word/phrase.
4. As the student shows mastery of word/phrase for 5 out 7 attempts, set that
word/phrase in a box or some other visible placement labeled “mastered” and add
in words/phrases as needed.
5. Remember practice only 5 word/phrase at a time. If, the interventionist would like
to increase the number of word/phrases to practice, only increase it by 2 at a time
and note student’s response to the increase. If it is positive continue, if it is
negative revert back to practicing only 5 word/phrases.
Frequency of Intervention: This intervention should be conducted 3-5 times weekly, for
20-35 minutes depending on age/developmental level.
Progress monitoring should be once every 3-5 intervention sessions and
feedback/decision making sessions should be scheduled every 3-5 data points (3-5
Reference:
House, S.N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and
intervention strategies. Columbia, MO: Hawthorne.
22
Goal: To increase word attack, using root words suffixes and prefixes. (Specify exact
criteria in intervention plan write up)
Materials:
•
•
•
Prepare a list of root words from the student’s curriculum that he/she does not
recognize.
Prepare index cards with the root words and suffixes/prefixes written on them to
be used as flash cards.
Procedure:
1. Use a 5 card scaffold strategy. From the prepared list of root words write out the
words on index cards. Then prepare a set of index cards with prefixes and suffixes
to be used.
2. The Interventionist should introduce three root words to the student and practice
connecting prefixes and suffixes to the root words.
3. After the student has mastered the root words, prefixes and suffixes for a have the
student repeat the word/phrase.
4. As the student shows mastery of the root word, prefix and/or suffix for 5 out 7
attempts, set the root word, prefix and/or suffix in a box or some other visible
placement labeled “mastered” and add in roots, prefixes and suffixes as needed.
5. Remember practice only 3 roots, prefixes and suffixes at a time. If, the
interventionist would like to increase the number of word/phrases to practice, only
increase it by 2 at a time and note student’s response to the increase. If it is
positive continue, if it is negative revert back to practicing only 3 word/phrases.
Reference:
House, S.N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and
23
Phonics 1
Goal: Student will practice applying letter-sound correspondence.
Materials:
•
Letter sound cards
Procedure:
1. When introducing a sound, the interventionist says the name of the letter, the
sound for the letter and explains how the sound is contained in the key word. For
example, “This is the letter a. The sound for letter a is /a/. The word apple begins
with the sound /a/.
2. The interventionist reviews all new sounds introduced by having the students
repeat the sound and the key word - /a/ as in apple-while he/she points to each
card in the random order.
3. The interventionist presents the next sound, repeating steps 1 and 2.
4. The interventionist places the new cards in a prominent place so the student can
refer to the cards to remember the sound for the letter.
Additional Considerations:
Introduce one or two new letter-sound correspondences at a time.
When using letter-sound cards for intervention instruction, it is best to use a common
keyword between core classroom and intervention instruction. This avoids confusing the
students who are learning from both the core curriculum and the intervention instruction.
This intervention should be conducted 3 - 5 times weekly for 7 - 12 minutes.
References:
24
Phonics 2
Materials:
•
Deck of cards
Note:
Deck should include only the letters or letter combinations previously taught to review
the letter sound relationships. Cards should be small enough to place in a “deck,”
generally 1.5 x 2 inches to 3 x 5 inches. These can be purchased or easily made by the
interventionist.)
You may choose to place multiple cards for each letter or letter combination in the deck
so that the student cannot assume that once a card has been shown, it will not be shown
again.
Procedure:
1. The interventionist stacks the cards in a deck and places them face down.
2. The interventionist turns each card over, asking the student to name the sound for
each letter or letter combination as fast as possible.
Additional Consideration:
The interventionist can set fluency goals, with the ultimate goal being to name 50 sounds
in one minute.
References:
25
Phonics 3
Materials:
•
Letter cards
Procedure:
1. Interventionist selects 3 letter words appropriate for child’s age and/or
developmental level.
2. Interventionist then places two out of the three letters of the word in front of the
student. Interventionist also places at least five letters and places them under the
space of the missing letter. Suggested listed of letters: s, f, m, p, and r
3. The student places each letter in the empty space and reads the word it spells.
This intervention should be conducted for 3 – 5 weekly for 7 – 12 minutes.
Progress Monitoring :
References:
26
Phonics 4
Materials:
•
Beach ball divided into sections with letters written in each section.
Procedure:
1. Interventionist throws the ball to a student.
2. Student looks at the letters where his/her fingers are positioned. The student
chooses one of these and says the letter, the sound it makes, and a word that
begins with this sound.
3. The student then throws the ball back to the interventionist who then throws it to
another student.
References:
27
Phonics 5
Goal: Student will practice blending letters into words.
Materials:
•
Moveable alphabet
Note: Each letter or letter combination is on a separate piece, such as a magnetic
tile or small piece of paper. You can use the letter-sound cards from the reading
program for this activity.
Procedure:
1. The interventionist spells a word with the tiles (or piece of paper). This should
begin with two and three-sound words, and continues with words that have as
many as six sounds.
2. The student touches each letter and says the sound. The student pauses at least
one second before each sound to demonstrate that he/she understands the sound is
discreet and matches the letter he/she is touching.
Additional Considerations: The interventionist should select words that begin with
continuant (extended sounds such as /m/, /z/, /s/, /f/, /l/, /n/, and /v/) because these sounds
are easier to blend into the vowel. Once the student can read words that begin with
continuants, the interventionist can use the activity with all sounds.
References:
28
Phonics 6
Goal: Student will blend sounds into words and read real words.
Materials:
•
Fifteen to 20 index cards with real words, one word per card.
Procedure:
1. The interventionist has the student read each word as she shows the card.
2. The interventionist places each card on the table after the student correctly reads
it.
3. When all the cards are on the table, the teacher asks each student questions and
the students find the card or cards that answer the questions.
Questions can be various types: For example:
Definitions – What is an animal that says quack? (duck)
Fun about class – What color is David’s hair? (red)
Sounds – Which word begins with /m/? (mop, mom, met)
4. The student reads the word before he/she picks it up.
5. The interventionist can also time the student reading the words as fast as they can
as she flips them from the stack.
References:
29
Reading Fluency
Letter Naming Fluency:
Singing the Alphabet Song with Varying Pace and Rhythm
Singing Only Part of the Alphabet Song
Instant Letter Recognition Charts
Word Use Fluency:
Robust Vocabulary Instruction
Error Correction Techniques
Oral Reading Fluency:
Repeated Oral Reading
Partner or Paired Reading
Audiotaped Stories
Echo Reading or Listening Passage Preview
Assisted Reading Practice
30
Singing the Alphabet Song with Varying Pace and Rhythm
Goal: To increase fluency in naming uppercase and lowercase letters. Children sing the
alphabet song at various paces, from very slow to very fast. A very slow pace is most
important so that children are forced to articulate the letters LMNOP, which are often run
together when the song is sung at its normal tempo.
Materials:
• Three pictures for the interventionist: a turtle, a person walking, and a rocket or
jet.
• Alphabet strip with uppercase letter for each student.
Procedure:
1. Hold up one of the pictures to indicate the pace at which the song is to be sung
(turtle = very slow; walking person = normal; rocket or jet = fast).
2. The students sing the song at the appropriate pace.
3. Hold up the turtle picture for the LMNOP letters so that the students realize these
are separate letters.
4. VERY IMPORTANT: As students begin matching letters with letter names, and
the students can sing the song at a slow or normal pace, they should touch every
letter as they sing the song.
Benchmark Assessment and Progress Monitoring Scoring Booklets available at
http://dibelsoregon.edu/
References:
Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS
data. Longmont, CO: Sopris West Educational Services.
31
Singing Only Part of the Alphabet Song
Goal
To increase fluency in naming uppercase and lowercase letters. Children sing only part of
the alphabet song, starting and ending at given letters.
Materials
• Pocket chart, a magnetic board, or some other way to display letters.
• Letter cards or magnetic letters.
• Three pictures: a turtle, a person walking, and a rocket or jet.
• Alphabet strip with uppercase letters for each student.
Procedure
1. Place the start and stop letters in the pocket chart or the magnetic board.
2. Hold up one of the pictures to indicate the pace at which the song is to be
sung (turtle = very slow; walking person = normal; rocket or jet = fast).
3. The students sing the song at the indicated pace from the starting letter to
the stopping letter.
4. Students touch each letter as they sing the song.
References:
32
Instant Letter Recognition Charts
Goal: To increase fluency in naming uppercase and lowercase letters. Student reads letter
names as interventionist or another student flips a deck of cards with the letters on them.
Materials:
• Cards with letters on them (these can come from a kit or teacher can make them).
• Decks can include duplicates of some or all of the letters
Procedure:
1. Interventionist shuffles the deck.
2. Interventionist flips a card and student names the letter.
3. Continue flipping cards as fast as the student names the letter.
4. Correctly named letters are placed in one pile.
5. Misnamed letters are placed in a different file to be reviewed later.
References:
33
Robust Vocabulary Instruction
Goal: To increase word recognition and word use with accurate pronunciation to ready
student for comprehension. Teacher or interventionist selects ten vocabulary words per
week to teach using strategies that provide robust active experiences with these words.
Materials:
• Vocabulary words.
• Student friendly definitions.
• Additional materials as indicated in appendix.
Procedure:
(To Do Before)
1. Select ten words for vocabulary instruction per week from read-aloud or student
text.
2. Develop a student-friendly definition for each word.
3. Design an activity for each day for each word (see Additional Information, below)
(To Do During)
1. Introduce the word before, during, or after reading it in a story. Say the word and
ask the student(s) to repeat it.
2. Provide a student-friendly definition.
3. Retell how the word was used in the story.
4. Discuss how the word can be used in another context.
5. Ask the student(s) to provide their own examples of how the word could be used.
6. Ask the student(s) to say the word again to reinforce its phonological
representation.
7. Facilitate an activity using the word. See examples below.
References:
34
Error Correction Techniques
Goal: To increase automaticity and fluency of word recognition through error-correction
for students who are just learning to read or have delayed reading skills, correcting
reading mistakes immediately can promote reading fluency. Immediately pronounce a
correct word for a student when they commit a reading error (e.g., substitution, omission,
5-second hesitation).
Materials:
• Reading passage or book.
Procedure:
1. (Word Supply) Tell the student that you will be helping them with the correct word while you
listen and point to the word in the passage. Supply the correct word when student commits a
reading error. Do not correct for misreading or omitting ‘the’ or ‘a’ and/or dropping suffixes such
as –s, -ed, or –ing.
2. (Sentence Repeat) Tell the student, “If you come to a word that you do not know, I will help
you with it. I will tell you the correct word while you listen and point to the word in the book.
After that, I want you to repeat the word and then read the rest of the sentence. Then I want you
to read the sentence again.
3. (‘Word Attack’ Hierarchy) Instructor prompts the student to apply a hierarchy of word-attack
skills whenever the student misreads a word. Cues are given in descending order; if the student
correctly identifies the word after any cue, the instructor stops delivering cues and directs the
student to continue reading.
‘Word Attack’ Hierarchy cues:
a. “Try another way.” This cue is given directly after a reading error and alerts the
student to the fact the she or he has misread the word.
b. “Finish the sentence and guess the word.” The student is encouraged to make
use of the sentence context to discover the correct word pronunciation.
c. “Break the word into smaller parts and pronounce each one.” The student is
directed to sound out the segments of a word independently.
d. Using an index card, the tutor covers over parts of the word and the student is to
sound out only the part of the word that is visible.
‘make?” As the tutor covers the selected parts of the
e. “What sound does ‘
word with an index card, the student is directed to use phonics information to
sound out the word.
f. “The word is
.” If the student cannot decode the word despite
instructor support, the instructor supplies the word.
References:
Wright, J. (2001). The savvy teacher’s guide: Reading interventions that work. Jim
Wright@jimwrightonline.com/www.interventioncentral.org.
35
Repeated Oral Reading
Goal: To increase automaticity and fluency. Students read the same story orally several
times and chart their times.
Materials:
• Passage at the student’s independent reading level.
• Timer
• Chart.
Procedures:
1. Select a passage at a student’s independent reading level and mark an
asterisk after word 100.
2. On the first day, time each student individually while the student reads the
first 100 words of the story. Record the story title, date, and number of
minutes to read 100 words.
3. Optional step – have the student practice reading a list of as many as 30
selected words from the passage. These words should be high frequency or
nonphonetic words.
4. On days two, three, and four, the student reads the same passage. Record
the times each day.
5. On the fifth day, have the student read the passage again. Record the time
and chart the student’s progress across the five days. Select a different
passage for the next five days.
(See sample Oral Reading Progress Monitoring and Student Materials Appendix D)
References:
36
Partner or Paired Reading
Goal: To increase automaticity and fluency. A stronger reader is paired with a weaker
reader. They read a passage aloud together, either at the same time or sequentially (with
the stronger reader going first).
Materials:
• Two copies of the passage for the pair.
Procedure:
Pairing students allows the stronger reader to help the weaker reader.
Steps for Determining Pairs in a Classroom:
1. On a piece of paper, list all students from highest to lowest reader.
2. Cut the paper in the middle of the list and place the two pieces next to each other.
3. Pair the top reader with the student at the top of the bottom half of the list, and so
on.
4. Give both students a copy of a passage and ask the stronger reader to read first.
5. The weaker reader follows along and rereads the same part of the passage.
6. It is best if both students have a copy of the passage so they can follow along.
Another possibility is to have the students point to the words as they are reading
or listening.
References:
37
Audiotaped Stories
Goal:
To increase fluency via audiotaped stories. Student listens to an audiotaped recording of a
story, while reading aloud with the text.
Materials:
• Copy of the story for each student.
• Audiotape of the same story.
Procedure:
Audiotapes can be purchased, checked out at the library, or by making the tapes.
Additionally, tapes can be made by the parents or older students can make the tapes for
the younger students.
References:
38
Echo Reading or Listening Passage Preview
Goal: To increase student’s attending to reading with intonation and general fluency
through auditory mode. The teacher reads a section of a passage, accentuating appropriate
phrasing and intonation, followed by the student echoing it as they read their own copy of
the passage.
Materials:
• Copy of the passage for the student and the teacher.
Procedure:
The teacher reads a short section of the passage with expression and proper phrasing.
Then the student immediately reads the same line, following the teacher’s example. This
continues for the entire passage.
References:
39
Assisted Reading Practice
Goal: To increase automaticity and fluency through error-correction. The student reads
aloud while an accomplished reader follows along silently. If the student commits an
error, the helping reader corrects the student error.
Materials:
• Reading book
Procedure:
1. Instruct student to read aloud.
2. Follow along silently.
3. If student mispronounces a word or hesitates for longer than 5 seconds, tell the
student the word. Have the student repeat the word correctly and then to continue
reading aloud through the passage.
Reference:
40
Vocabulary and Reading Comprehension Interventions
Vocabulary:
Human Word Web
Vocabulary Map
Semantic Feature Analysis
Scaling Antonym Pairs
Reading Comprehension:
Write Predictions
K-W-L Chart
Green, Yellow, and Red Question Cards
Comprehension Bookmark
Questioning the Author
Make a Movie
Main Idea
Generating a Graphic Organizer
Compare and Contrast
Cause and Effect
Sequencing Events
41
Human Word Web
Goal: Identify the relationship between words.
Materials:
• 5x7 – inch cards with related words, one word per card.
• Several pieces of string
Procedure:
1. Interventionist creates cards before activity begins
2. Each student in the small group is given a couple of cards.
3. Students are asked to discuss how all the words relate to each other.
4. Students arrange the cards and use the pieces of string to make a web-like design
that depicts the way the words can be connected or categorized.
The frequency of progress monitoring should be once every 3-5 intervention sessions.
Feedback /decision making sessions should be scheduled every 3-5 progress monitoring
sessions.
Resource:
Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data.
42
Vocabulary Map
Goal: To introduce new vocabulary in a story.
Materials:
a) Text
b) Three-column chart on a piece of paper
Procedure:
1. Before reading the story, select words that students are likely not to know well.
2. Make a chart with three columns labeled: Word, What I Think It Means Before
Reading, and What I think It Means After Reading.
3. List the words, and either ask students to fill in the second column or write it as
the students dictate.
4. Read the story.
5. Complete the third column and discuss how the word was used in the story.
sessions.
Resource:
43
Semantic Feature Analysis
Goal: To increase students ability to identify similarities and differences between objects
through semantic feature analysis.
Materials:
•
•
Two or three objects from a category.
Chart for semantic feature analysis.
Procedure:
1. Interventionist sets two or three objects that are similar in front of students (for
example: boot, tennis shoe, and slipper.)
2. Interventionist creates a chart that lists the three objects across columns at the top.
3. Interventionist asks students to think of features of the objects to list down the
side (soft sole, laces, made from leather, etc.).
4. Students add + or – signs in the column to note which objects generally have
these features.
5. Students create a definition based on the features that differentiate the objects (a
boot is something you wear on your feet and that is generally made from leather,
has hard soles, and is often worn to protect your feet from the weather or danger).
sessions.
Resource:
44
Scaling Antonym Pairs
Goal: To create a set of words and place them along a continuum from one antonym to
another.
Materials:
• List of antonym pairs
• A paper with a line with arrows on each end
• Pencil
• Dictionary
• Dictionary-style thesaurus
Procedure:
1. Students choose from a list of contrasting words whose meanings can be
graduated along a scale from one end to the other.
2. Then students work together to think of many other words that might fall between
the two along the continuous scale. For example, if the antonyms are angry and
delighted, the words along the scale might include furious, displeased, unhappy,
happy, and pleased.
3. The exercise of discussing where along the continuum to place words, help
students explore their definitions of words.
sessions.
Resource:
45
Write Predictions
Goal: Students learn to write predictions before reading and then check their predictions
after reading.
Materials:
• Flipchart or paper to record predictions
Procedure:
1. Before reading, students compose a list of their predictions about the passage
based on the title and a picture walk (the interventionist shows children the
pictures before reading) of the book.
2. After reading the story, they go back and place a checkmark next to all their
predictions that were accurate. The purpose of this activity is to model for
students that predicting what will happen is a purposeful strategy to use before
and while reading.
sessions.
Resource:
46
K-W-L Chart
Goal: Using a chart with three columns, students are asked before reading to complete
what they already know and want to know. After reading, they fill in what they learned.
Materials Needed:
• K-W-L chart (flipchart or paper with three columns).
Procedure:
The interventionist uses a flipchart or a paper with three columns labeled as follows:
1. What I Know (K)
2. What I Want to Know (W)
3. What I Have Learned (L)
This technique is used to help children activate prior knowledge and set a purpose for
reading to seek information they want to know. They complete the first two columns
before reading and fill in the third column after reading the passage. Donna Ogle initially
developed this technique for use with expository text (Ogle 1986).
sessions.
Resource:
47
Green Yellow, and Red Question Cards
Goal: A series of questions are written on three different colors of cards to signal that
they are to be asked before (green), during (yellow), and after (red) reading.
Materials:
• Question cards on three different colors of cardstock paper (green, yellow, red).
Procedure:
Students use a different set of questions to activate knowledge before reading, making
connections during reading, and analyze the text after reading. Interventionist can create
these questions, which would vary depending upon whether the text is narrative or
expository. Some sample questions for narrative text are provided below.
1. Before Reading (green cards)
• What does the title tell me about this story?
• What do the pictures tell me?
• What do I already know about…? (the topic of the story)
2. During Reading (yellow cards)
• Who? (tell who the story is about, or name the characters)
• What? (state the problem)
• When? (tell the time the story takes place)
• Where? (tell the place of the story)
• Why? (explain why something happened)
• How? (tell how the problem was solved)
• What do I think will happen next? (make predictions)
3. After Reading (red cards)
• Who were the characters?
• What was the setting?
• What was the problem?
• How was the problem solved?
• Why did…? (elaborate on why something happened)
sessions.
Resource:
48
Comprehension Bookmark
Goal: A set of words are written on cardstock that is cut in the shape of a bookmark to
use as a reminder while reading.
Materials:
•
Cardstock to make bookmarks
Procedure:
1. Words are written down in a column and copied on cardstock.
2. Then cut in the shape of a bookmark. The words represent reminders of what
good readers think about while reading. Some sample words include visualize,
wonder, make connections, express feelings, ask questions, reread, and clarify.
sessions.
Resource:
49
Questioning the Author
Goal: A technique for comprehending is modeled by an interventionist-led discussion
during the first reading of a new passage. The interventionist stops periodically while
reading to ask queries of the author.
Materials:
• Text
Procedure:
1. To Do Before
• Interventionist previews the text and places an asterisk at each point to stop for a
query.
• Interventionist writes a query/question for each stopping point (see examples
below).
2. To Do During
• Interventionist begins reading the passage aloud while students follow along.
• At the first asterisk, the interventionist stops and poses the query.
• Students respond and discuss the topic of the query.
• Reading continues until the teacher reaches the next asterisk.
• Reading and queries continue until the end of the passage.
sessions.
Resource:
50
Make a Movie
Goal: To direct students through the process of “making a movie in their mind”
Materials:
•
•
Text
Paper and colored pencils or crayons
Procedure:
1. The interventionist first models this technique by thinking aloud about
what her movie looks like, stopping periodically while reading a story
aloud.
2. After modeling this technique, she then begins reading a story aloud and
stops from time to time to allow students to describe their mind movies.
3. Students can tell about their movie orally, or they can draw a picture of
what their movie looks like.
4. Students are encouraged to think about what the character looks like,
where he is standing, what is around him, what he is doing, and who else
is in the scene.
sessions.
Resource:
51
Main Idea
Goal: Students learn how to summarize and state the main idea in a few words.
Materials:
None
Procedure:
1. The interventionist models how to state what the story is about.
2. After students begin to learn how to state what the main idea of the passage is
about, you can ask them to try to state the main idea in 15 words or less.
sessions.
Resource:
52
Generating a Graphic Organizer
Goal: To teach students to generate a graphic organizer containing the main ideas of an
expository passage.
Materials:
•
•
•
Student copies of practice expository passages, or reading/text books.
Blank paper
A pencil with an eraser
Procedure:
Introduce the strategy by telling students that they can draw pictures, or Main Idea Maps,
that help them to understand how the ideas of a multi-paragraph passage fit together.
1. Read through a short (2-6 paragraph) practice expository passage with students.
2. On a blank piece of chart paper, begin building a graphic organizer by writing the
title of the passage in the center.
3. Draw a box around the title.
4. Let the student know that some paragraphs have summary sentences that state the
main idea of the passage. (Other paragraphs have implied main ideas, which the
reader must figure out, based on key facts or ideas they must contain.)
5. Go through each paragraph in the practice passage and identify the paragraph’s
main idea. Demonstrate how to summarize that main idea as a single phrase.
6. As you summarize each paragraph’s main idea, write the number of the paragraph
and main–idea summary phrase on the graphic organizer.
7. Once the main idea is written for all paragraphs onto the graphic organizer, return
to the passage. For each paragraph, pull out 2-3 important facts, ideas, or
supporting details.
8. On the graphic organizer, write these key pieces of additional information under
the main-idea phrase for that paragraph.
9. Then draw a box around the main-idea and supporting details and move on to the
next paragraph.
sessions.
Resource:
53
Compare and Contrast
Goal: Students use a graphic organizer such as a Venn diagram to compare two aspects
of the story, such as two characters for a narrative story or two events in an expository
text.
Materials:
•
Graphic organizer
Procedure:
1. One technique for helping students interpret a text is to ask students to compare
and contrast how two things are alike or different. A Venn diagram (two
overlapping circles) is one useful graphic organizer for this discussion.
2. If two events are compared, then things that are unique about each event appear in
the circles outside of the overlapping area.
3. Common characteristics of the two events are listed in the area where the two
events are listed in the area where the two circles overlap.
sessions.
Resource:
54
Cause and Effect
Goal: To help students think about the cause and effect relationships in a passage.
Materials:
•
Graphic organizer
Procedure:
1. As a way to teach students to look for cause and effect, the instructor can
make a simple chart with two columns, one for “Cause” and the other for
“Effect.”
2. Initially when modeling how to use this chart, the instructor can do this
with the entire group.
3. Later, each student can fill in his own chart.
sessions.
Resource:
55
Sequencing Events
Goal: To list the important events in sequential order after reading a story.
Materials:
•
Graphic organizer
Procedure:
1. Children can list the events of a narrative story that lead up to the turning point in
the story. This can be done on a graphic organizer that displays the sequence of
events from the beginning to the end. The first event can be listed on the bottom
left corner of the page and all subsequent events are written indented up to the top
right corner of the page (stairsteps).
2. By drawing an arrow from the bottom left to the top right, the direction of how to
read the page is clarified. Another possible format is to display the events on a
timeline going from left to right. This same technique can be used for expository
text that relates to historical events.
sessions.
Resource:
56
Math Computation and Concept Interventions
Basic Algebraic Principle
Basic Math Intervention Used Across Skill
Basic Subtraction
Divisibility Rules
Basic Math Calculation Strategies Used Across Skills
Problem Solving Strategies
Emerging Math Skills
Regrouping/Renaming
57
Basic Algebraic Principle
Goal: Students will be able to identify a missing value when provided the sum of two
numbers and one of the numbers used to determine the sum
Materials:
• Deck of cards per two students
Procedure:
1. Place students into groups of two per group.
2. Have two students sit facing each other, while the interventionist sits so they can
see the two students (like a triangle).
3. Split a deck of playing cards in half minus face cards. Lay each deck face down.
4. The two students each choose a card from a respective deck without looking at the
card.
5. The interventionist is to say “Salute” and the two guessers then put their card up
to their ear/head so that their opponent can see.
6. Now that the guessers can see each others’ cards, the interventionist provides the
sum of both cards.
7. Since the players can see the other person’s card but not their own, by knowing
the sum they can determine what the other card is by using subtraction
Frequency of Intervention: Intervention should be conducted 3 – 5 times weekly for
20 – 30 minutes.
Feedback/decision making sessions should be scheduled every 3 – 5 data points.
Probes may be generated to use as curriculum based assessments to gather data points.
Probes may be generated at the following website:
www.interventioncentral.org/interventions/cbmwarehouse.shtml
Reference:
Holly, K. A., (1997). Algebraic thinking focus issue: Math by the month. Teaching
Children (312).
58
Basic Math Intervention Used Across Skills
Goal: To increase ability to work independently through practice and drill on math
computation problems through Cover-Copy-Compare (CCC) worksheets
Materials:
• Index Card
• Cover-Copy-Compare Worksheet (available online; reference website below)
• Pencil with eraser
Procedure:
1. Computation problems with answers appear on the left side of sheet. The same
computation problems appear on the right side of the page, unsolved.
2. Interventionist instructs student to look at each correct item on the left side of the
page.
3. The student is instructed to cover the correct model on the left side of the page
with an index card and compute the companion problem on the right side of the
paper.
4. The student then uncovers the correct answer on the left and checks his/her own
work.
5. Errors in computation should be reviewed with the student
Frequency of Intervention: This intervention should be conducted 3 – 5 times weekly,
for 20 – 30 minutes.
The frequency of progress monitoring should be done at the end of every session as the
completed CCC worksheet can be used as a permanent product recording.
Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5
1. The student must be monitored closely initially to ensure that they do not simply
copy the solved problem.
2. Probes in CCC format may be generated at www.interventioncentral.org.
Reference:
Cover-copy-compare (n.d.). Retrieved June 28, 2006,
from www.interventioncentral.org/htmdocs/interventions/ccc.shtml
59
Basic Subtraction
Goal: To increase student’s understanding of the concept of subtraction through mental
calculation.
Materials:
• Number line
Procedure:
1. Explain that the problem of subtraction is as follows
a. Larger – Smaller = Difference
i. Provide example (i.e. 14 – 9 = 5)
2. Describe relationship between larger number, smaller number, and difference.
(i.e. Given two numbers, a larger and a smaller, we are to find the number we
must add to the smaller to equal the larger. The number is called their difference)
3. Use the number line to show how to find the difference of two numbers.
Frequency of Intervention: This intervention should be conducted 2 – 5 times weekly,
for 20 – 30 minutes
The frequency of progress monitoring should be done at the end of every session through
the completion of math probes. Feedback/decision making sessions should be scheduled
every 3 – 5 data points (3 -5 progress monitoring sessions).
Probes may be generated to use as curriculum based assessments to gather data points.
Refer to Appendix E for data collection sheet. Probes may be generated at the following
website:
www.gosbr.net/screening
Resource:
Mastropieri, M. A. & Scruggs, T. E. (2000). The inclusive classroom: Strategies for
effective instruction. Columbus, OH: Merrill/Prentice Hall.
60
Divisibility Rules
Goal: To increase student’s familiarity with divisibility rules to increase automaticity.
Materials:
• Index card used as reference
Procedure:
1. Compose a reference card that has the following divisibility rules listed
Divisibility
If the last digit is even, the number is divisible by 2.
by:2
3 If the sum of the digits is divisible by 3, the number is also.
4 If the last two digits form a number divisible by 4, the number is also.
5 If the last digit is a 5 or a 0, the number is divisible by 5.
6 If the number is divisible by both 3 and 2, it is also divisible by 6.
7
Take the last digit, double it, and subtract it from the rest of the
number;
if the answer is divisible by 7 (including 0), then the number is also.
8 If the last three digits form a number divisible by 8,
then so is the whole number.
9 If the sum of the digits is divisible by 9, the number is also.
10 If the number ends in 0, it is divisible by 10.
11 If the number is divisible by both 3 and 4, it is also divisible by 12.
12 Delete the last digit from the number, then subtract 9 times the deleted
digit from the remaining number. If what is left is divisible by 13,
then so is the original number.
Frequency of Intervention: This intervention should be conducted 3 – 5 times weekly
for 20 – 30 minutes.
Frequency of progress monitoring should be once every 2 – 5 intervention sessions.
Feedback/decision making sessions should be scheduled every 3 – 5 data points (3 -5
Reference:
Divisibility rules. (n.d.). Retrieved June 28, 2006, from
http://mathforum.org/dr.math/faq/faq.divisibility.html
61
Basic Math Calculation Strategies
Used Across Skills
Goal: Assist student in developing useful strategies to carefully complete math problems
(a.k.a. Planning Facilitation Strategy)
Materials:
• Math Probes
Procedure:
1. Allow the student(s) to attempt to complete math problems for 10 minutes. This
step provides the interventionist with a baseline. Step one should be conducted a
minimum of 5 times in order to obtain a sufficient baseline.
2. The interventionist facilitates a discussion that encourages the student(s) to think
about and discuss how they completed the worksheet and how they will go about
completing the worksheets in the future. The following are suggestions to
facilitate discussion:
a. What do you notice about how this page was completed?
b. Why did you do it that way, and what did you expect?
c. What are some reasons why people make mistakes on problems like
these?
3. Give the student another math probe requiring them to display understanding of
the same skill. Allow the student 10 minutes to complete math probe.
Frequency of Intervention: Intervention should be conducted 3 – 5 times weekly for
20 – 30 minutes
The frequency of progress monitoring should be conducted at the end of each
intervention session. Feedback/decision making sessions should be scheduled every 3 – 5
data points (3 -5 progress monitoring sessions).
Probes may be generated at the following website:
www.gosbr.net/screening
Resource:
Canter, A. S., Paige, L. Z., Rother, M.D., Romero, I., & Carroll, S. A. (2004). Math
calculation: using the planning facilitation strategy. NASP helping children at home and
school II: Handouts for families and educators. Bethesda, MD: NASP
62
Spelling and Written Expression Interventions
Phonetic Spelling 1: Spelling
Phonetic Spelling 2: Spelling
Phonetic/Whole-Word 3: Spelling
Whole-Word 4: Spelling
Sentence Analysis 1: Written Expression
Sentence Analysis 2: Written Expression
Constructing Paragraphs 3: Written Expression
Creating Paragraphs 4: Written Expression
Creating Paragraphs 5: Written Expression
63
Phonetic Spelling 1
Goal: To increase spelling skills. (Specify exact criteria in intervention plan write up)
Materials:
•
•
•
Develop three sets of individual letters to use for mix and spell procedures
(these may be obtained from writing the letters on construction paper and
cutting them out, etc).
Prepare a list of words and phrases from the student’s curriculum that he/she
does not recognize.
A sheet of paper for recording words spelled correct and misspelled words.
Procedure:
1. The Interventionist should begin by spreading letters and phrases on the table.
2. Next, the Interventionist should begin by partially spelling words from the list and
have the student complete the partially spelled word.
3. If the word is spelled correctly have the student spell the word verbally or
mechanically.
4. Then, they are able to move on to the next word and repeat the process.
5. If the word is spelled wrong the Interventionist can correctly spell the word with
the paper letters and have then have the student copy the spelling with other paper
letters.
6. After the students complete the spelling correction then move to the next word
7. These procedures may be used to teach common small phrases.
Reference:
House, S. N. (Ed.). (2004). Learning intervention manual: Goals, objectives, and
64
Phonetic Spelling 2
Goal: To increase phonetic spelling skills. (Specify exact criteria in intervention plan
write up)
Materials:
•
•
A piece of paper divided into three vertical columns.
A pencil with an eraser.
Procedure:
1. The first vertical column is designated for the placement of a letter (a, b, c, d, etc.)
2. The Interventionist dictates a one sound at a time (using the alphabetic principle)
and the student is then encouraged by the Interventionist to spell the correct
corresponding letter in column one.
3. If the letter in column one is correct according to the dictated sound the student
rewrites the letter from the first column into the second column.
4. Then, they are able to move on to the next sound and repeat the process.
5. If the student misspells the letter the Interventionist can tell the student the correct
letter.
6. The correct spelling of the letter is then placed in column two. The student is then
required to rewrite the correctly spelled letter in column three.
7. After the students complete the rewriting of the letter in column three they can
then move to the next letter that the student spelled wrong.
Reference:
65
Phonetic/Whole-Word Spelling 3
Materials:
•
•
•
Develop three sets of individual letters to use for mix and spell procedures
(these may be obtained from writing the letters on construction paper and
cutting them out, etc).
Prepare a list of words and phrases from the student’s curriculum that
he/she does not recognize.
A sheet of paper for recording words spelled correct and misspelled
words.
Procedure:
1. The Interventionist should begin by spreading the letters on the table
2. Next, have the student spell words from the list by grabbing individual letters and
arranging them in the correct letter sequence.
3. If the word is spelled correctly have the student verbally spell the word.
4. Then, they are able to move on to the next word and repeat the process.
5. If the word is spelled wrong the Interventionist can tell the student the correct
spelling of the word and have the student spell the word with the letters and
verbally.
6. After the students complete the spelling correction then move to the next word
7. These procedures may be used to teach common small phrases.
Reference:
66
Whole-Word Spelling 4
Materials:
•
•
•
A piece of paper divided into four vertical columns.
A pencil with an eraser.
Words in which the individual could not spell are needed. These words
can be retrieved from misspelled words on a spelling list.
Procedure:
1. The first vertical column is designated for the placement of the student’s
misspelled words from his or her spelling list or other homework.
2. The student is then encouraged by the Interventionist to spell the word correctly.
3. They can encourage the student by clapping out the syllables or stretching the
word.
4. The student then rewrites the spelling attempt in the second column.
5. If the word in column two is spelled correctly the student rewrites the word from
the second column into the third column.
6. Then, they are able to move on to the next word that the student spelled wrong
and repeat the process.
7. If the rewritten word in column two is spelled wrong the Interventionist can tell
the student the correct spelling of the word or require the student to look the word
up in the dictionary with the purpose of finding correct spelling.
8. The correct spelling of the word is then placed in column three. The student is
then required to rewrite the correctly spelled word in column four.
9. After the students complete the rewriting of the word in column four they can
then move to the next word that the student spelled wrong.
Reference:
67
Sentence Analysis 1
Goal: To increase sentence writing. (Specify exact criteria in intervention plan write up)
Materials:
•
•
•
•
Prepare a list of 6-10 sentences and phrases from the student’s curriculum.
Make a copy of the list to be used to delete words from the sentence. This will
be the copy the student uses to fill in the deleted words. This process may be
repeated as needed depending on the progress of student.
A sheet(s) of paper for sentence writing or Microsoft word program.
Pen or pencil
Procedure:
1. Start by constructing 6-10 sentences from the student’s curriculum.
2. Then have the student re-write the sentence using new nouns and verbs.
3. After each sentence is re-written and filled in correctly. Repeat the process
deleting. Nouns and verbs can be substituted with other parts of the sentence if the
Intervention deems it necessary.
4. Note which type of words the student is commonly missing or misusing.
5. Focus on deleting and practicing the missing or misused words or parts of
sentence.
Reference:
68
Sentence Analysis 2
Goal: To increase sentence writing. (Specify exact criteria in intervention plan write up)
Materials:
•
•
•
•
Prepare a list of 6-10 sentences and phrases from the student’s curriculum.
Make a copy of the list to be used to delete words from the sentence. This will
be the copy the student uses to fill in the deleted words. This process may be
A sheet(s) of paper for sentence writing or a Microsoft word program.
Pen or pencil
Procedure: Start by constructing 6-10 sentences from the student’s curriculum. Then
have the student copy the sentences onto a separate sheet of paper.
1. After each sentence is successfully copied delete nouns and verbs and Have the
student re-write the sentence filling in the deleted nouns and verbs. Be sure to
have student recognize that the words he/she filled in were nouns and verbs.
2. After each sentence is re-written and filled in correctly. Repeat the process
deleting nouns, verbs, adjectives and other parts of the sentence (be sure to name
the specific part of the sentence, ex. conjunctive, article, comma, period,
exclamation, etc.). Have the student re-write the sentence filling in the deleted
words and stating the parts of the sentence he/she filled in.
3. Note which type of words the student is commonly missing or misusing.
4. Focus on deleting and practicing the missing or misused words or parts of
sentence.
5. After the student shows mastery of writing simple sentences with guided practice
have the student generate ideas to write future sentences about.
6. After ideas are generated have the student construct simple sentences.
7. If the sentence is constructed correctly move on to the next sentence.
8. If the sentence is constructed incorrectly immediately correct the student and have
the student re-write the correct sentence sequence.
9. Repeat these steps as often as needed.
Reference:
69
Constructing Paragraphs 3
Goal: To increase the number of things to write about and how to organize them.
(Specify exact criteria in intervention plan write up)
Materials:
•
Construction paper, lined paper, scissors, writing utensils.
Procedure:
1. Start by brainstorming ideas/topics with student.
2. On a piece of construction paper have the student write a chosen topic at the top
leaving enough room to write a sentence below.
3. Then have the student generate ideas about the topic and write them on a
construction paper at the top leaving enough room to write a sentence below.
4. After 3-5 ideas have been generated, have the student write sentences about the
topic in the space below.
5. Then on the floor or table sequence the sentences in order to create a paragraph.
6. Then have the student write out the paragraph on paper. Repeat the process as
needed.
Reference:
70
Creating Paragraphs 4
Goal: To increase connecting paragraphs. (Specify exact criteria in intervention plan
write up)
Materials:
•
•
•
Prepare a list of 6-10 paragraphs from the student’s curriculum.
Make a copy of the paragraph list to be used to delete the first and last
sentences, so the student can fill in the deleted sentences or Use a Microsoft
word program. This process may be repeated as needed depending on the
progress of student.
Pen or pencil if paper is being used.
Procedure:
1.
2.
3.
4.
Start by constructing 6-10 paragraphs from the student’s curriculum.
Delete the first and last sentence of the paragraph.
Then have the student fill in the deleted sentences.
After each sentence is filled in correctly, highlight the function of the first and last
sentence and what makes up the body of a paragraph. Discuss this with the
student. Repeat the process deleting.
Reference:
71
Creating Paragraph 5
Goal: To increase developing the body of paragraphs. (Specify exact criteria in
intervention plan write up)
Materials:
•
•
Prepare a list of 6-10 paragraphs from the student’s curriculum. This process
may be repeated as needed depending on the progress of student.
Make a copy of the paragraph list to be used to delete the body of the
paragraph leaving the first and last sentences. This copy can be used as the
student’s work sheet or use a Microsoft word program. This process may be
Procedure:
1. Start by constructing 6-10 paragraphs from the student’s curriculum.
2. Delete the body of the paragraph leaving the first and last sentence of the
paragraph.
3. Then have the student fill in the deleted body.
4. After each body is filled in correctly, highlight the function of the first and last
sentence and what makes up the body of a paragraph. Discuss this with the
student or use an organization web to illustrate the points. Repeat the process
deleting.
Reference:
72
Behavioral Interventions
Developing a Behavior Intervention Plan
Social Skills Instruction
Defusing Disruptions
73
Introduction:
Before conducting any behavioral intervention, one should conduct a Functional Analysis
to determine why the student is engaging in the behavior. Ideally, this should be
conducted at least twice and primarily involves direct observation. There are ten basic
steps in this process:
1. Collect preliminary information
• Background information from parent, teacher, and records can be used, but
should not be primary source
• Primary source should be obtained through Problem Identification Interviews
(see Appendix F)
• Goal of this is to gather information that enables consultant to anticipate what
behaviors the student will most likely display in the future
2. Note all identifying information (i.e. demographics) on observation
3. Describe the setting conditions in which the observation will be taking place
4. Record starting time for observation, and record time when behavior occurs. This is
used to determine the relative distribution of behavior within the observation session.
5. Record the behaviors displayed by the target student in the behavior column
• Record them in the order in which they occur.
• Record both appropriate and inappropriate behaviors
• Only include essential information
6. Record any events in the Antecedent column of your observation sheet that
immediately precede the Recorded Behavior of the Target Student
7. Record any events in the Consequence column that immediately follow the recorded
behavior.
• This applies to both appropriate and inappropriate behaviors
8. Analyze the observation data and develop testable possible explanations for the
behaviors.
9. Test the testable explanations to determine if a functional relationship exists
• Manipulate antecedent or consequence
• Observe student in slightly different settings than target setting to narrow down
environmental contributors to behavior
10. Develop an intervention
(adapted from Dr. Cheryl Somers’ presentation on School-Based Consultation)
74
Developing a Behavior Intervention Plan
1. List the behavior you are trying to change
2. Set a goal for the plan (i.e. student will decrease number of talk-outs in class from 5
per hour to 2 per hour)
3. Describe intervention, including procedure and consequences/reward for student
4. Address the frequency of the intervention
Reference:
Wayne County Regional Service Agency. (2003). Guidelines for conducting functional
behavior assessment and developing behavior intervention plans. Wayne, MI: Author.
75
Goal: To improve student behavior by teaching appropriate social skills
Materials:
•
•
Structured observation form
Functional Analysis form
Procedure:
1. Conduct a Functional Analysis to identify social skills deficit
2. Teach and reinforce the target social skill(s)
a. Break skill down into teachable parts
b. Demonstrate the behavior
c. Coach the student through performing it
d. Repeat practice the skill
e. Provide constructive feedback to the student regarding performance
OR
f. Conduct brief lessons (10-15 mins) with the student’s entire class. This
increases the likelihood that the student will use the skills in that setting,
and will be reinforced by the other students
This intervention should be conducted 1-2 times per week, depending on severity of
social skills deficit.
Progress can be monitored with a structured observation to determine if the frequency of
the undesired behavior is decreasing, or frequency of desired behavior is increasing.
Progress should be documented every two sessions.
Reference:
76
Defusing Disruptions
Goal: To defuse a student following an outburst and teach responsibility
Materials:
•
•
Drawing supplies (if desired)
Clay (if desired)
Procedure:
1. Offer a safe place and a calming activity
• Approach student in a non-threatening manner
• Come close enough to speak to student quietly, then stop
• Confidentially invite the student to draw, take a walk, or play with clay
• Repeat the invitation if necessary. Most students will accept.
2. Reflect feeling
• Observe body language
• Paraphrase complaints
• Resist temptation to reason or reprimand
o Most students are surprised by the lack of confrontation and
correction
3. Look for positives
• Before student begins to think about blaming others and justifying their
behavior, ask “What did you do right?”
• If student says they did nothing right, tell them they did do something right,
and ask again what it was
o If they cannot think of anything, tell them that they did the right
thing by coming with you
• Try to help the student think of other positive behaviors they have engaged in
recently in order to set a positive tone.
4. Appreciate the positives
• Tell the student you are proud of him/her for the specific positive behaviors,
and ask them why you are proud
5. Redefine identity
• Use the positive behaviors to contradict student’s identity as a “trouble-maker”
• Ask the student what he/she can do (e.g. “I can control myself,” “I can do hard
work”)
• Tease student into repeating it five times with you
6. Explore options
• After student has been calmed and confirmed, bring up the disruptive incident
• Ask “What upset you?”
• After his/her explanation, ask “What can you do better if it happens again?”
77
• Help student try to think of positive possibilities, such as:
o Try harder
o Take a deep breath
o Ask for help
o Tell yourself to calm down
o Say how you feel
o Walk away
7. Plan the future
• Ask for definitive answer to “What will you do next time?”
• Write down one sentence commitment and ask student to sign
8. Teach responsibility and repair relationships
• Help student understand that their behavior has damaged relationships (either
with staff or peers) and these need to be repaired
• Ask, “What can you do to make your teacher/other students fell better?”
o A note of apology can work well because student tends to feel less
embarrassed. Most effective if student gives up recess to write it.
• Student needs to be held accountable for work missed while with you to
prevent them misbehaving in an effort to get out of class to go with you
This intervention should be conducted on an as-needed basis.
Document each time you are asked to intervene with this student, and chart the frequency
of intervention. Frequency of intervention should decrease over time.
Reference:
National Association of School Psychologists. (1995). Defusing Disruptions.
Communique, 23, 6.
78
Self-Monitoring
Goal: To increase student self-awareness/self-monitoring skills to increase desired
behavior or decrease undesired behavior (especially useful for mild misbehavior and offtask behavior)
Materials:
• Simple recording system for student to monitor behavior (see “Self-Monitoring
Form” in Appendix G)
Procedure:
1. Review problem and overall goal for the student
2. Determine behavior to be self-monitored
3. Determine when behavior should be monitored and recorded
a. This depends on nature of behavior and when it occurs
b. Examples include: monitor only in afternoon if that is when student
experiences difficulty, monitor randomly, monitor when behavior occurs
4. Meet with student to discuss problem and goal
a. Introduce procedure
b. Show student how to record behavior
c. Define desirable and undesirable behaviors
d. Help student identify reward to give self as improvement is made (e.g.
when I have more happy faces than sad faces on my chart in one day, I
earn one hour of video game play at home)
e. If appropriate for student’s academic level, provide a written list of the
self-monitoring steps
f. Schedule a follow-up meeting with the student to discuss his progress
5. Discuss plan with teacher
a. During initial phases of monitoring, have teacher monitor behavior
randomly as well. Compare with student’s record of behavior.
b. If inconsistencies exist between teacher and student, determine cause for
this (does student understand guidelines? Is teacher being fair?)
6. Throughout process, encourage student effort
7. Make periodic revisions and adjustments to plan as necessary
8. When student demonstrates consistent success, fade the intervention
9. Once the intervention has been faded, provide continued follow-up, support, and
encouragement
The self-monitoring form will be completed daily by the student. The interventionist will
collect the form once weekly and calculate score.
Compute student’s weekly score on Self-Monitoring Form. Each weekly score will be a
data point to plot on a progress chart.
79
Reference:
Sprick, R., Sprick, M., & Garrison, M. (1993). Interventions: Colloborative planning for
students at risk. Longmont: Sopris West)
80
Autism Spectrum Disorder Interventions
Discrete Trial Instruction
Function of Objects
Answers General Knowledge Questions
Provides Explanations
81
Discrete Trial Instruction
Goal: To teach a variety of skills, including following directions. This intervention can
be used in direct instruction, activity-based instruction, and incidental teaching. (See
sample discrete trials in Appendix H)
Materials:
• Response reinforcers (e.g., stickers, tokens, treats, etc.)
Procedure:
1. Give instructions
• Establish attending by stating the student’s name and making eye contact.
• Phrase the instruction as a statement (not a question) clearly and concisely, and
give it only once (e.g., “John, open your book to page one”).
• Initially, keep the wording the same. After the student demonstrates an
understanding of the instruction, vary the wording to encourage generalization of
the direction.
2. Student’s response
• Allow 3-5 seconds for the student to start his or her response.
• The child may respond correctly, incorrectly or not at all.
3. Consequences (Adult’s Response)
• For correct responses, provide immediate reinforcement (i.e., enthusiastic praise,
stickers, tokens or treats).
• For incorrect or no response, provide mild verbal correction (e.g., “Wrong”) or
repeat the instruction and physically guide the student to respond correctly.
• Do not repeat or prompt several times as this may teach the student that he does
not have to respond the first time you ask.
• Less enthusiastic praise should be given during the correction trial. Once the
student demonstrates understanding, reserve reinforcement only for correct
responses that occur following the first request.
Frequency of Intervention: This intervention should be conducted 3-5 times weekly for
20-30 minutes. An interval of 3-5 seconds will help the child understand that one
instruction had ended and a new one is being given.
Feedback/decision making sessions should be scheduled every 3-5 data points.
Resource:
Green, G., Luce, S. C., & Maurice, C. (Eds.). (1996). Behavioral intervention for young
children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.
82
Function of Objects
Goal: To improve receptive and expressive language. Suggested prerequisites for this
intervention include the following:
•
•
•
•
Follows one-step instructions
Identifies objects
Labels objects and verbs
Identifies object by function
Materials:
•
Objects or pictures related to the specific topics (see sample question chart in
Appendix I)
Procedures:
1. Student identifies object by its function:
•
•
Place object(s) or picture of object(s) on the table in front of the child. Establish
attending and present the instruction: (e.g., “What do you sweep with?”).
Prompt student to point to the correct object or picture.
2. Student labels object:
•
•
Sit in chair facing the student and establish attending. Say (e.g., “What do you
color with?”
Prompt student to label the object (e.g., “crayons” or “I color with crayons”).
3. Student states the function of the object:
•
•
Sit in a chair facing the student and establish attending. Say (e.g., “What do you
do with a pencil?”).
Prompt student to name the function of the object (e.g., “write” or “I write with a
pencil”).
20-30 minutes.
Resource:
83
Answers General Knowledge Questions
Goal: To improve verbal cognitive abilities. Suggested prerequisites for this intervention
include the following:
• Mastery of receptive and expressive programs relevant to the selected topics (e.g.,
labeling and identifying the functions of objects such as colors)
Materials:
• Objects or pictures of objects related to the specific topics.
Procedures:
1. Sit in chair across from the student and establish attending. Present a question related
to a general knowledge topic.
2. Prompt the correct response and reinforce the student’s response.
3. Eventually, only reinforce correct, unprompted responses.
Suggested General Knowledge Topics and
Sample Questions
Sample Responses
Topic: Animals
1. “What does a cow say?”
2. “Where does a cow live?”
1. “Moo”
2. “On a farm”
Topic: Colors
1. “What color is the sun?”
2. “Tell me something that is yellow?”
1. “Yellow”
2. “School Bus”
Topic: Attributes
1. “How does candy tastes?”
2. “Tell me something that feels soft?”
1. “Sweet”
2. “Cotton”
Topic: General Preschool
1. “What shines in the sky at night?”
2. “What do chickens lay?
1. “The moon”
2. “Eggs”
(1996 by Pro-Ed, Inc., p.135)
20-30 minutes.
Resource:
84
Provides Explanations
Goal: To improve verbal cognitive abilities. Suggested prerequisites for this intervention
include the following:
•
•
•
Describes pictures
States similarities and differences between objects,
Answers why/because questions
Materials:
•
Pictures of scenes and events
Procedure:
1. Sit across for student and establish attending.
2. Present a picture that depicts a scene or event (e.g., a beach or children making a
snowman).
3. Ask the student a question about the picture (e.g., “What season is this?”).
4. After the student answers correctly, prompt for an explanation by saying “How do
you know?”
Sample Questions
1. A picture of a birthday party
Ask: “What are they doing?”
Prompt: “How do you know they are
having a birthday party?’
2. A picture of a park.
Ask: “What is this place called?”
Prompt: “How do you know it’s a park?”
3. A picture of a girl smiling
Ask: “How does she feel?”
Prompt: “How do you know she’s happy?”
(1996 by Pro-Ed, Inc., p.169)
Sample explanation
“Having a birthday party.”
“She’s blowing out candles and they have
party hats.”
“It’s a park.”
“Because there’s a slide”
“She’s happy.”
“Because she’s smiling”
20-30 minutes.
Resource:
85
Social Skills Instruction for Autism Spectrum Disorder
Goal: Individuals with autism spectrum disorder have deficits in social cognition and the
ability to think in ways necessary for appropriate social interaction. Social skills
instruction can improve social responses that maintain positive relationships, contribute
to peer acceptance, and cope effectively with the social environment.
Materials:
•
Social stories/pictures (see sample social story in Appendix J)
Procedure:
1. Identify specific social skills deficit (e.g., the lack of understanding language and
social cues of peers, restricted and unusual interest, and limited reciprocity in
relationships).
2. Demonstrate the desired behavior (students with autism may benefit from social
skills instruction using social stories).
3. Break down the skill into teachable parts.
4. Coach the student by performing it.
5. Repeat practice or rehearsal of the skill.
20-30 minutes.
Social stories for younger students may be generated at the following web address:
www.fcps.k12.va.us/ss/its/howtos/socstor/socstories.htm
Resource:
86
Behavioral Interventions: ADHD
Increasing Positive Interactions
Organizational Interventions
Teaching Desired Behaviors
The Help Signal
Using Peers as Models and Tutors
87
INCREASING POSITIVE INTERACTIONS
(accentuating the positive to eliminate the negative)
RATIONALE:
Increasing the ratio of positive teacher to the ADHD student interactions is based on the
concept that most students want and need adult attention; therefore, students tend to
engage in behavior that receives the most attention. Unfortunately, ADHD students have
learned that it is easier and more reliable to get attention by doing things wrong than by
following the rules. These students have learned that responsible behavior often goes
unnoticed while behavior that annoys the teacher or disrupts the classroom results in the
desired attention.
GOAL: Increasing the ratio of positive to negative interactions with ADHD students to
improve student behavior.
MATERIALS:
• Monitoring charts
• Observation charts
PROCEDURES:
Step 1
a.
b.
c.
Develop a plan for using Increased Positive Interactions.
Establish a clear understanding of ratios of positive and negative interactions.
Review the problem and overall goals for the student.
Conduct a Systematic Observation to monitor and analyze teacher-student ratios
of interactions.
d. Develop a plan for responding to misbehavior.
• Brainstorm negative behavior the student exhibits.
• Organize the list of misbehaviors.
• From the list, determine whether each misbehavior should be ignored, or
whether consequences should be implemented.
• Verbally rehearse how each misbehavior will be handled.
e. Develop a plan to increase positive interactions.
• Brainstorm a list of non-contingent positive interactions.
• Plan to provide contingent positive feedback.
• Strive for a ratio of at least three positive interactions to every negative
interaction.
f. Encourage other staff members to interact positively with the student.
Step 2: Meet with the student to discuss and finalize the plan.
a. Review the problem and goals.
b. Help the student identify/rehearse actions to reach desired goal(s).
c. Set up a time to meet regularly with the student.
d. Conclude the meeting with encouragement.
Step 3: Implement the plan.
a. Provide a high ratio of positive to negative interventions.
b. (See Appendix K Chart 1.2)
88
FREQUENCY OF INTERVENTION:
Provide a 3 to 1 ratio of positive to negative interactions during each class hour of the
day. Enter data on Monitoring charts daily. This intervention should be conducted for six
weeks.
PROGRESS MONITORING:
Monitor the impact of the intervention, making adjustments if necessary. When the
student demonstrates consistent success, fade the intervention. Provide continued support
and encouragement.
Reference:
Garrison, M., Sprick, M., & Sprick, R. (1993). Interventions: Collaborative planning
for students at risk. Longmont, CO: Sopris West.
89
ORGANIZATIONAL INTERVENTIONS
RATIONALE:
Students with ADHD have major problems with organizational and study skills. This is in
fact, one of the key characteristics of the disorder. These students need direct assistance
in organization. Listed below are twenty-three direct interventions to assist in this area.
GOAL: To improve organization of ADHD students.
PROCEDURE:
1. Minimize materials needed for specified activities
2. Provide the student with an organizational checklist (e.g., routine activities,
materials needed, and steps to follow).
3. Provide the student with more work space (e.g., a larger desk or table at which to
work).
4. Teach the student time-management skills. Have the student make a daily plan
and follow it. Encourage the student to avoid becoming distracted by events,
impulses, and moods.
5. Provide the student with structure for all academic activities (e.g., specific
directions, routine format for tasks, time limits, etc.).
6. Have the student list five qualities of an organized person. Have the student
choose one of those qualities to work on each week foe five weeks.
7. Act as model for organization and appropriate use of work materials (e.g., putting
materials away before getting others out, having a place for all materials,
maintaining an organized desk area, following a schedule for the day, etc.).
8. Reinforce those students in the classroom who are organized/prepared for
specified activities.
9. Have the student organize major projects/assignments by breaking them into
small segments. Set deadlines and provide the student with a reward after
completing each segment of the assignment.
10. Provide the student with a schedule of daily events in order that he/she knows
exactly what and how much to do in a day.
11. Communicate with student’s parents (e.g., notes home, phone calls, etc.) in order
to share information concerning their child’s progress so they may reinforce the
student at home for being organized and being prepared for school.
12. Provide time at the end of each class period for the student to organize his/her
materials.
13. Provide time at the beginning of each class period for the student to organize
his/her materials.
14. Assign the student organizational responsibilities in the classroom (e.g.,
equipment, software, art materials, etc.).
15. Have the student identify a peer, friend, etc. who displays the ability to organize
an assignment prior to beginning it. Have the student observe that person and try
to model the behaviors which allow him/her to organize assignments.
16. Have the student organize his/her book bag everyday before going home. Place
paperwork in folders, prioritize the next days assignments, and update his/her
organizational calendar.
17. Have the student establish a routine to follow before changing activities (e.g., put
away materials, assemble materials for next activity, determine which materials
may need to be replenished, etc.).
90
18. Reinforce the student for being organized/prepared: (a) give the student a tangible
reward (e.g., classroom privileges, free time, etc.) or (b) give the student an
intangible reward (e.g., praise, handshake, smile, etc.).
19. Limit the student’s freedom to borrow property if he/she is unable to remember to
return borrowed items.
20. Encourage the student to develop a habit to ask himself/herself, “Do I have
everything?” before leaving the house each morning.
21. Have the student discard items/paperwork that have no future use.
22. Provide storage space for materials the student is not using at any particular time.
23. Identify a peer to act as a model for the student to imitate being
organized/prepared for specified activities.
2 to 3 times per class hour to assess the effectiveness of the intervention(s) selected from
the above list
Check off the appropriate boxes on the organizational chart and give to intervener once a
week. Provide a daily report card to student which addresses the desired organizational
behaviors.
Reference:
Rief, S.F. (1993). How to reach and teach ADD/ADHD children. San Francisco:
Jossey-Bass.
See Appendix L
91
TEACHING DESIRED BEHAVIORS
RATIONALE:
Teaching Desired Behaviors is an intervention that incorporates features of training
frequently referred to as “behavior rehearsal” or “positive practice”, etc. It is an intensive,
powerful intervention that gives students the opportunity to succeed in ways they may
never have thought possible. Students learn appropriate behavior in the same way a child
who doesn’t know how to read learns to read- through instruction practice, and
encouragement. Daily Lessons are designed to teach the ADHD student a new behavior,
a replacement behavior, or a strategy. Lessons provide ADHD students with guided
practice in simulated and real life situations.
GOAL: To develop desirable behaviors, and/or modify or change undesirable behaviors
in ADHD students.
PROCEDURE:
Step 1: Develop a plan for using Teaching Desired Behaviors.
a. Review the problem and overall goal(s) for the student.
b. Determine the behavior or strategies that the student can learn to replace
inappropriate behavior.
c. Design lessons to teach the desired behavior.
i. Provide demonstrations and modeling.
ii. Provide opportunities for verbal practice.
iii. Provide positive practice and feedback.
iv. Gradually increase the difficulty of the Lessons.
d. Identify how much time will be needed for the lessons, and where conducted.
e. Determine who will provide the lessons and when.
f. Identify ways to determine whether the intervention is helping the student reach
the goal(s).
g. Determine whether a reinforcement system and consequences need to be
integrated into the plan.
h. Identify criteria and procedures for fading the intervention.
i. Determine who will meet with the student to discuss the finalized plan.
Step 2: Meet with the student to discuss and finalize the plan.
a. Review the problem and goal(s).
b. Review everyone’s roles and responsibilities.
c. Conclude the meeting with words of encouragement.
Step 3: Implement the plan.
a. Get started.
i.
ii.
iii.
At the beginning of each lesion, review the goal(s) of the plan with the
student.
Provide demonstrations and modeling.
Provide opportunities for practice.
92
iv.
v.
vi.
Provide positive practice feedback.
Gradually increase the difficulty of the lessons.
Make a conscious effort to recognize the student success outside of the
practice sessions.
Three to five times a day for four weeks monitor the student to see if he/she is exhibiting
the taught behavior(s).
Provide continuing monitoring and support. Evaluate, revise, and fade the plan.
(See Appendix M)
Reference:
Helping the student with ADHD in the Classroom. Bethesda, MD: National Association
of School Psychologists. Retrieved July 19, 2006 at
www.naspcenter.org/pdf/special%20needs%20template.pdf.
93
THE HELP SIGNAL
RATIONALE:
During independent seatwork, ADHD students may not have effective strategies to ask
for teacher help. Instead when these students encounter a problem or work example that
they cannot complete on their own, they may start to act out, distract peers, interrupt the
teacher, or simply sit passively doing nothing.
GOAL: To reduce inappropriate and/or disruptive behaviors in the classroom.
PROCEDURE:
1. Select a Student Signal.
• Prepare a ‘help flag’ (a strip of colored, laminated poster board) with the
word help or similar word written on it. Attach a Velcro tab to the flag and
affix a corresponding adhesive Velcro strip to the student’s desk.
• Select a ‘secret’ signal for the student to use that is clearly observable to
the teacher but is unlikely to draw the attention of other children. For
instance, pick a red folder to hold the student’s alternative work and tell
the student to simply pull out that folder and begin working from it
whenever he/she needs instructor help. The instructor will then know to
come over to assist the student.
2. Create an Alternative Work Folder. Fill the folder with alternative work
assignments or worksheets that the student can work on independently. For
example you might insert into the folder math worksheets, a writing assignment,
or a list of vocabulary words to be practiced.
3. Introduce the Program to the student. Ste aside time to meet with the student
privately to explain the Help-Signal and give the student a chance to practice it
while you offer feedback and commendations.
4. Begin the intervention. Start the Help-Signal as soon as you feel the student
understands and will comply with the system.
This intervention is conducted three times each class hour (ten minutes after the start of
the hour, halfway through the hour, and then the end of the hour) check to see if the
student is using the Help Signal appropriately. This intervention is conducted for four
weeks.
PROGESS MONITORING:
Evaluate and monitor the Help-Signal program. Provide rewards to the student for
following the Help-Signal routine and include mild negative consequences (e.g.,
temporary loss of a classroom privilege) if the student refuses to comply.
Help signal. (n.d.). Retrieved June 20, 2006, from
www.interventioncentral.org/htmdocs/interventions/study/helpsignal.shtml.
94
USING PEERS AS MODELS AND TUTORS
RATONALE:
ADHD students often experience behavioral and academic problems as early as first
grade. Research (Stanovitch, K.E., 1986) has shown that students with academic deficits
early on never catch up to their peers. In fact the gap gets wider as the student goes to
higher grades. A trained peer tutor can provide immediate corrective feedback when the
student being tutored makes an error. The peer tutors can also serve as a behavioral
model.
GOAL: To improve academic and behaviors deficits through the use of peer tutors.
PROCEDURE:
1. Select appropriate peer tutoring activities. Peer tutors are not teachers, so they do
not teach new skills. However, peer tutors are ideal for the roles of reading or
mathematics helpers. They have a motivating effect on the tutees.
2. Provide through training to peer tutors in the essential elements of the tutoring
process. Peer tutors should be given lessons in behavioral expectations (e.g., how
to move politely and respectfully through the hallway to and from tutoring
sessions), use of praise (e.g., congratulating the tutee), and simple academic
intervention strategies (e.g., paired reading).
3. Insure that the peer tutor has mastered the material to be tutored himself/herself.
Give a brief assessment to the tutor.
4. Make sure there is a good tutor/tutee match in personality and gender (grades K-3
respond best to same sex tutors).
Meet with the tutor twice a week for 20 to 25 minutes to discuss the tutee’s progress and
clarify or adjust the program as needed. Meet with the tutee twice a week for 30 to 35
minutes to discuss the program and administer “teacher-made-test” to asses the tutee’s
progress. Make frequency adjustments as needed. This is a six week intervention.
A variety of measures are used to document progress associated with peer tutoring. These
include tallying of peer tutoring points on an individual student basis, conducting
curriculum based measurement probes (Shinn, 1989) several times per week, and the
administration of teacher-made tests on academic material practiced during peer tutoring
sessions both prior to and following each week’s tutorial sessions. These data are readily
obtained and can be graphed for individual students, especially those with ADHD, to
document progress, determine whether changes in instructional practice and content are
necessary, and enhance motivation to participate in peer tutoring sessions. Keep ongoing
assessment as simple and efficient as possible.
Reference:
Garcia-Vasquez, E., & Ehly, S. (1995). Best practices in facilitating peer tutoring
programs. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology-III,
(pp. 403-411). Washington, DC: National Association of School Psychologists.
95
Appendix A
96
RtI Flow Chart
Define the
problem
Measure
Performance
Determine
performance gap
compared to peers
State a goal
Design
intervention plan
Implement
intervention over
set time
Monitor
progress
Evaluate
results
Fade
Intervention
Continue
Intervention
Decision
on data
Discontinue
Intervention
97
More intense
intervention(s)
Appendix B
98
Office of Psychological Services
Tier 3: Individual Intensive Intervention
Name: Student
DOB: ??/??/??
Grade: 1
Teacher: Teacher
School: Higgins
Intervention Consultant:
Peter Dollar
School Psychologist
Detroit Public Schools
313-866-0868
peter.dollar@detroitk12.org
99
Clinic No.____________
SUBSEQUENT RECORD
Name: STUDENT
D.O.B. 6 years
Date
1-2-06
1-3-06
1-13-06
1-16-06
1-17-06
1-18-06
1-19-06
1-20-06
1-23-06
1-24-06
1-25-06
1-26-06
1-27-06
1-30-06
1-31-06
2-1-06
2-2-06
2-3-06
2-6-06
2-7-06
2-8-06
2-9-06
2-10-06
2-13-06
2-14-06
2-15-06
2-16-06
2-17-06
Action
Consultant received referral from teacher.
Sent out a notice of meeting to parent.
Parent signs consent form.
Baseline data is measured for phonemic awareness, and basic math.
Intervention session for phonemic awareness, and basic math.
Intervention session for phonemic awareness, and basic math. Assessment
for phonemic awareness, and basic math.
for phonemic awareness, and basic math. Feedback/Decision making
session.
for phonemic awareness, and basic math. Feedback/Decision making
session.
100
Goal: To increase word attack skills, as demonstrated by improved scores on the DIBELS (ISF, PSF and
NWF).
The Student’s baseline for ISF is 6 per minute as measured by DIBELS R-CBM.
The Student’s baseline for PSF is 2 as measured by DIBELS R-CBM.
The Student’s baseline for NSF is 26 as measured by DIBELS R-CBM.
The Student will achieve an ISF score of 25 per minute as measured by DIBELS R-CBM.
The Student will achieve a PSF score of 33 per minute as measured by DIBELS R-CBM.
The Student will achieve a NSF score of 44 per minute as measured by DIBELS R-CBM.
Materials:
•
•
•
Prepare a list of words and phrases from the student’s curriculum that he/she does not
recognize, ask the teacher to help with the identification and development of this list.
Prepare index cards with the words written on them to be used as flash cards.
Procedure:
1.
2.
3.
4.
5.
Use a 5 card scaffold strategy. From the prepared list of words/phrases write out the words/phrases
on index cards.
The Interventionist should introduce five words/phrases to the student and practice connecting
sounds to individual letters.
After the student has mastered the sound-symbol relationship for a word/phrase have the student
repeat the word/phrase.
As the student shows mastery of word/phrase for 5 out 7 attempts, set that word/phrase in a box or
some other visible placement labeled “mastered” and add in words/phrases as needed.
Remember practice only 5 word/phrase at a time. If, the interventionist would like to increase the
number of word/phrases to practice, only increase it by 2 at a time and note student’s response to
the increase. If it is positive continue, if it is negative revert back to practicing only 5
word/phrases.
Frequency of Intervention: This intervention will be conducted 3-5 times weekly for up to 24 sessions,
for 20-30 minutes depending.
Progress monitoring will be completed once every 3 intervention sessions and feedback/decision making
sessions will be scheduled every 3 data points (3 progress monitoring sessions).
101
Basic Math Intervention Used Across Skills
Goal: To increase ability to work independently through practice and drill on math computation problems
through Cover-Copy-Compare (CCC) worksheets.
Student’s baseline digits correct per minute is 3 as measured by AIMSweb M-CBM.
Student will achieve 35 digits correct per minute as measured by AIMSweb M-CBM, within 24
intervention sessions.
Materials:
• Index Card
• Cover-Copy-Compare Worksheet (available online; reference website below)
• Pencil with eraser
Procedure:
6. Computation problems with answers appear on the left side of sheet. The same computation
problems appear on the right side of the page, unsolved.
7. Interventionist instructs student to look at each correct item on the left side of the page.
8. The student is instructed to cover the correct model on the left side of the page with an index card
and compute the companion problem on the right side of the paper.
9. The student then uncovers the correct answer on the left and checks his/her own work.
10. Errors in computation should be reviewed with the student
Frequency of Intervention: This intervention will be conducted 3 – 5 times weekly, for 20 – 30 minutes.
The frequency of progress monitoring will be done after every 3rd session with AIMSweb M-CBM.
Feedback/decision making sessions will be scheduled every 3 data points (3 progress monitoring sessions).
3. The student must be monitored closely initially to ensure that they do not simply copy the solved
problem.
______________________________________________________________________________________
Reference:
www.interventioncentral.org/htmdocs/interventions/ccc.shtml
102
Academic Intervention Progress Monitoring
Date/ Time:
Start & Stop
1-16-06/
22 min.
25 min.
Initials
PD
PD
INTV.
Results of INTV.
(Be Specific ex. note # of attempts at solving
problem, # of success, sounds or calculations
mastered and sounds and calculations not
mastered).
7 attempts. Mastered-At, Cat, Bat
Shows difficulties w/ medial and end sounds.
X Phoneme
X Math
Other (explain specifically
any and all changes)
Date/ Time:
Start & Stop
1-17-06
24 min.
22 min
Date/ Time:
Start & Stop
1-18-06
29 min.
18 min.
Initials
PD
PD
Initials
PD
PD
INTV.
9 attempts. Mastered 1+ > 5.
Shows difficulties w/ -.
Results of INTV.
X Math
mastered).
5 attempts. Mastered-All, Ball , Call, Mall,
Tall
Shows difficulties w/ -.
INTV.
Results of INTV.
X Phoneme
mastered).
7 attempts. Mastered- TH, SH, Dog, Log, Hog
X Phoneme
X Math
-1, -2
Shows difficulties w/ -.> 3
Date/ Time: Initials
Start & Stop
INTV.
Results of INTV.
1-19-06
20 min.
24 min.
X Phoneme
PD
PD
mastered).
8 attempts. Mastered-Sh, TH, Y, V, I,
X Math
103
-1, -2
Date/ Time: Initials
Start & Stop
INTV.
1-20-06
26 min.
25 min.
X Phoneme
PD
PD
Results of INTV.
mastered).
6 attempts. Mastered-Sh, TH, Y, V, I, &
medial A
X Math
Other (any and all changes)
explain specifically)
104
-1, -2 , - < 6
Tier 3: Intensive Intervention Report
Reason for Referral:
STUDENT was referred for an Intensive Individual Intervention (Tier 3), because Core
Instructional Interventions (Tier 1) and Targeted Group Interventions (Tier 2) have been
unsuccessful at improving his academic achievement and functional performance.
Specifically, the RCT expressed concern that STUDENT is demonstrating behaviors
associated with a reading deficit in the areas of phonological awareness and student
shows difficulties with math computation and fluency.
Results:
Student was assessed using an RtI system to help determine special education needs and
instructional supports. Two interventions were designed to increase word attack skills and
two digit math computation (addition and subtraction). The goal of both interventions
was determined by using LEA benchmark norms and an aim line which tracks relative
improvement. The interventions met the standards of reliability and validity. They were
both conducted a total of 24 times over a 6 week time period. Sessions lasted for 20-30
minutes. The Student’s progress was monitored 6 times and feedback/decision making
sessions were made after every third monitoring session.
Results from the Word Attack intervention are as follows: The student’s baseline
performance in the areas of Initial Sound Fluency, Phoneme Sound Fluency and Non
Word Fluency were significantly lower than expected (see Word Attack chart). At the
conclusion of the intervention Student’s ISF, PSF and NWF met LEA benchmarks and
his relative goal. This means that the student has mastered the skill of recognizing and
correctly identifying initial word sounds and he shows an understanding of the alphabetic
principle. Although, the student met his Word Attack goals he is still performing lower
than expected for a second grader in reading fluency according to Tier 2 results and
therefore a Tier 3 intervention should be developed to address is reading fluency issues.
Results from the Two-Digit Math Computation intervention are as follows: The
student’s baseline performance in the area of Two-Digit Math Computation was
significantly lower than expected (see Two Digit Math Computation chart). At the
conclusion of the intervention Student’s Math Computation did not meet LEA
benchmarks but he did meet his relative goal. This means that the student has mastered
the skill of computing 2 digit addition and subtraction problems with 95% accuracy.
However, he is still not functioning at age/grade level in math computation and therefore
a Tier 3 intervention should be developed to address computing 3 and four digit addition
and subtraction problems.
Summary/Conclusion
The results of the Tier 3 Word Attack and 2-Digit Math Computation interventions
suggests that with high quality and intense intervention the student’s rate of learning
improves relative to the rate of his same age peers. However, despite the progress in word
attack and math skills the student still falls short of achieving grade level benchmarks in
reading and math. The student should be reading connected text at > 44 words correct per
minute; his baseline indicates he is at < 20. He should be performing 3-4 digit addition
and subtraction problems at > 20 per minute and his baseline indicates that he is at > 2
per minute. Therefore, Student should receive Tier 3 interventions to increase reading
fluency and math and three-four digit addition and subtraction. After 20 intervention
sessions that target both the aforementioned skills a determination of the student’s
105
educational needs should be addressed answering the question, is special
education/intensive intervention needed to sustained adequate academic progress or can
the student maintain the progress with low level general education supports.
Recommendations:
• General
The student should receive Tier 3 aimed at improving his academic weaknesses that
contribute to his low school functioning.
A school psychologist should be assigned to develop and monitor a Tier 3 Intervention
aimed at improving reading fluency within connected text and computing 3-4 digit
addition and subtraction math problems.
• Specific goals
A Tier 3 intervention targeting Reading Fluency with a goal of achieving > 60 words per
minute as measured by assessments with demonstrated reliability and validity (DIBELS)
will be conducted. On ??/??/2006 a meeting will be held and specific details will be
discussed in regards to the Tier 3 intervention by the RCT.
A Tier 3 intervention targeting 3 & 4 digit math computation, with a goal of achieving >
27 problems per minute as measured by assessments with demonstrated reliability and
validity (AIMSweb) will be conducted. On ??/??/2006 a meeting will be held and
specific details will be discussed in regards to the Tier 3 intervention by the RCT.
106
Word Attack Intervention
60
Baseline
Scores Per Minute
50
40
PSF
30
NSF
ISF
20
10
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Sessions
Two Digit Math Computation Intervention
50
Baseline
45
Digets Correct Per Minute
40
35
30
25
Digits Correct
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Sessions
107
Appendix C
108
109
Detroit Public Schools
Office of Specialized Student Services
PSYCHOLOGICAL SERVICES
EVALUATION REPORT
School:
Clinic No.:
DPS ID No.:
Name:
Address:
Student Evans
16266 Any Street
Parent/Guardian:
Mother Evans
Phone:
000-6088
ERM Date:
Zip
48205
McGregor Elementary
000111222
DOB:
7-22-97
C.A.:
8-10
Sex:
GR.:
2ND
Eligibility
GE
Program
6-23-06
Evaluation Date:
6-26-06
REASON FOR REFERRAL:
The McGregor RCT referred Student for Tier-Three Intensive, Individual Interventions
because Core Instructional Interventions and Targeted Group Interventions have been
unsuccessful in improving her academic achievement.
BACKGROUND INFORMATION:
Student attends McGregor Elementary where she is in the second grade. She is repeating
the second grade and her records indicate that she has had problems with mathematics
since she enrolled in kindergarten.
Student was diagnosed with ADHD eight months before this writing. She has since been
taking Ritalin once a day before she leaves for school. Her teacher stated that she appears
to be less active since she started taking the medication; however, she is still struggling
with mathematics. Student also stops working when she gets stuck on a problem and
starts day dreaming.
CLASSROOM OBSERVATION(S):
Student was observed in her second grade mathematics class. She quickly took out her
mathematics book but when the assignment page was given she had difficulty finding the
page. She appeared to forget what page number was given. After looking at the page
number of the child sitting next to her she was able to turn to the correct page. Student
started work on the assignment about five minutes after the rest of the class. Shortly after
she started she stopped working and began to look out of the window. While she looked
out of the window she hummed softly to her self. Some of the children sitting closest to
her began to laugh. Student appeared not to notice them. When the teacher called for the
assignment to be turned in, Student’s paper only had her name and a one with nothing
written next to it.
INTERVENTION(S):
•
•
Using peers as models and tutors
The Help Signal
110
F
GE
A peer tutor (a girl the same age) was assigned to work with Student three times a week
the last 20 minutes of the mathematics period. The days were Tuesdays, Wednesdays,
and Fridays. Student and the tutor worked on the previous day’s lessons and/or current
assignments. The tutor was also seated next to Student so that she could help her find the
page and start at the correct point. Meetings were held with the tutor and Student twice a
week to monitor the progress. The meeting with the tutor were held on Mondays and
Thursdays and lasted for 20-25 minutes. The meetings with Student were also held on
Mondays and Thursdays and lasted 30-35 minutes each. They were held at the end of the
day.
Student and intervener established a Help Signal. A red Alternative Work Folder was
chosen as the signal (see Help Signal intervention). The student was given an opportunity
to practice the Help Signal and during the bi-weekly meetings it was reviewed and she
was given an opportunity to ask questions and/or make adjustments.
RESPONSE TO INTERVENTION(S):
After six weeks Student is completing more in-class assignments. With a baseline of 5%
completions, to currently complete 75% of her assignments. There is much less day
dreaming. With a base line of 5% on task behavior, she is on task about 80% of the time.
However, she continues to evidence a several mathematics deficits. On teacher made test,
Student continues to score in the bottom 20% of the class which was her baseline. When
she is working with the tutor she is able to solve the problems accurately but when she
works on her own she does not get the concepts and makes several re-grouping errors.
(See attached charts)
ACHIEVEMENT TESTS:
KTEA-II WRAT-4:
SS:
%ile:
Word Recognition
Reading Comprehension
Reading (WRAT-4)
Sentence Comp.
Math Computation
Math Comp. (WRAT-4)
84
76
77
82
67
65
14
5
6
12
1
1
Grade Equiv.:
1-7
1-5
2-3
2-6
k-10
k-3
Achievement tests results indicate that Student is functioning two grade levels
below her current placement in mathematics calculating. She has not mastered
basic skills in re-grouping.
SUMMARY:
Student responded well to the behavioral interventions. However, she continues to have
difficulty with mathematics calculations. Her response to intervention in this area was not
favorable. Student is functioning two grade levels below her current placement in
mathematics calculating. She therefore meets the eligibility requirement for LD and OHI
eligibilities under Rules 340.1713 and 340. 1709a.
111
RECOMMENDATIONS:
•
•
•
Resource Room placement for remediation in mathematics.
Continued peer tutoring support.
Consideration for school social work services.
_____________________________________________
Dr. W. L. Slack-Williams
Certified School Psychologist
112
DATE TIME
9:00
5/2/06
ACTIVITY
ANTECEDENTS
EXACT BEHAVIORS
CONSEQUENCE
MATH
CLASS
Teacher gave
assignment
Class is working on
the assignment
She starts the
assignment
She is working on
the assignment
Student still
working
Student has puzzled
look
Not working on
assignment
Not working on
assignment
Not working on
assignment
Not working on
assignment
Not working on
assignment
Teacher calls for
assignment
Class turns in
assignment
Student was looking for
her math book
Book found- she opens
it and looks for page
Turns to correct page
She did not hear the
assigned page
She does not know the
page
Starts assignment
STUDENT’S
REACTION
Student did not noticeoff task
Looks on a neighbor’s
book for page number
Student is now on task
Writes name on paper
and puts the number 1.
Reading the first
problem in the book
She closes the book
and looks out window
She is staring out
window and humming
She is staring out
window and humming
She is staring out
window and humming
She is staring out
window and humming
She is staring out
window and humming
She looks at book but
does no work
She turns in paper
Task started
Student on task
Task continued
Student on task
She need assistance
Student off task
Task not worked on
Student off task
Task not worked on
Student off task
Task not worked on
Student off task
Task not worked on
Student off task
Task not worked on
Student off task
Task not worked on
Student off task
Task not turned in
No reaction shown
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
9:45
9:50
9:55
10:00
Total time off task=40 minutes
Each time that the Subsequent Record indicates an observation was done, an Observation Log was competed as shown above.
113
MATH PROGRESS
30
25
PERCENTILES
20
15
10
5
0
1
BASELINE
2
3
4
5
TEACHER MADE TESTS
114
6
7
8
Appendix D
115
116
117
118
119
Appendix E
120
Curriculum-Based Assessment Progress-Monitoring Data Recording Sheet
Student Name: _________________________________
Grade: _______________
Skill(s) Assessed: ______________________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
Comments:
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
Date:_____ TD:_____ E:_____ CD:_____ %CD:_____
_________________________________
TD= Total Digits (Total # of items presented)
E= Errors
CD= Correct Digits (# correct)
% CD=Percent Accuracy (CD/TD)
121
Appendix F
122
123
124
125
Appendix G
126
127
Appendix H
128
Sample "discrete" trials with a beginning, middle and an end:
A
Antecedent
(SD, or
instruction)
"touch juice"
"touch cookie"
"touch juice"
"touch cookie"
B
C
Behavior of
Student
Consequence
(reinforcement)
touches juice with
great attention
Touches cookies
w/good attention
touches juice
w/poor attention
touches JUICE
good attention
"touch cookies" no response
129
Big reinforcement "Great"
Big reinforcement "Terrific"
"ok" reinforcement not as big
"lets try again"
no reinforcement, "you need
to look"
Appendix I
130
Sample Question and Response Chart
Question
Response
(1) Identify Object
(2) Label Object
(3) State Function
1. Write with / Pencil
2. Drink from / Cup
3. Eat with / Fork
4. Read / Book
5. Cut with / Scissors
6. Sleep in / Bed
7. Sit on / Chair
8. Talk on/ Phone
9. Color with / Crayon
10. Wash with / Soap
11. Sweep with / Broom
12. Blow nose with / Tissue
13. Throw / Ball
14. Brush hair / Hair Brush
(1996 by Pro-Ed, Inc., p.87)
131
Appendix J
132
133
134
135
136
Appendix K
137
INCREASING POSITIVE INTERACTIONS
NEGATIVE STATEMENTS
POSITIVE STATEMENTS
Stop running
Let’s walk now
You’re not listening
Are you listening?
You never follow the rules
Let’s remember the rules
You’re so messy
Remember to put your things
away
You don’t follow directions
Let me repeat those directions
for you
Stop talking
Save that for the discussion later
You’re too hyper
You are very energetic
Don’t talk so loudly
Let’s speak softly
You did it wrong
This is the way I thought it
should be done
You have a good imagination
You are such a liar
138
Appendix L
139
WEEKLY ORGANIZATIONAL CHART
1ST
2ND
3RD
4TH
5TH
6TH
Hour Hour Hour Hour Hour Hour
BEHAVIOR
Daily Plan Followed
Good transition with materials needed/put
away
Homework put in book bag
Homework turned in
All supplies present
Assignment neatly copied
Assignment turned in
Unneeded papers discarded
Individual folders neat and organized
No lost items
Everything in its place
Model peer imitated
Evidenced good organizational skills
140
Appendix M
141
TEACHING DESIRED BEHAVIORS
MANIFESTING BEHAVIOR
Running in the hall
BEHAVIOR TAUGHT
Walk to the right, arms folded
Blurting out answers
Raise your hand and wait to be called
on
Refusal to follow rules
Teach class/school rules
Disorganization
Organization skills
Difficulty following multi-step
directions
Follow one step at a time
Poor study skills
Make a study chart; and have study
area and time
Difficulty working independently
Use of an Alternative work folder
Inconsistent performance
Daily review of work
Tapping on the desk
Tapping on soft surface (e.g., hand)
142
Additional Resources
House, S. N. (Ed.). (2002). Behavior intervention manual: Goals, objectives, and
intervention strategies. Colombia, MO: Hawthorne Educational Services.
intervention strategies. Colombia, MO: Hawthorne Educational Services
Naglieri, J. & Pickering, E. (2003). Helping children learn: Intervention handouts for use
in school and at home. Baltimore, MD: Paul H. Brooks.
National Association of School Psychologist. (2004). Helping children at home and at
school II: Handouts for families and educators. Bethesda, MD: NASP.
Neuhaus Education Center. (2000). Practices for developing accuracy and fluency.
Houston, TX: Neuhaus Education Center.
Wood, J. (2002). The saale model for reaching the hard to teach. Midlothian, VA:
Virginia Commonwealth University.
Internet Resources
www.interventioncentral.org
www.nasponline.org
http://pals.virginia.edu/scores/Activities
Fluency
Ways to help Children Improve Fluency and Skillshttp://www.dccc.edu/academics/depts/cah/reading/webpage15.htm
Phonemic Awareness
APAR-Assessment of Phonological Awareness and Reading
http://elr.com.au/apar/index.htm
Mega Phonemic Awareness Links
www.expage.com/page/woodshop13
Phonics
Phonics Worksheets
http://worksheets.teach-nology.com/language_arts/phonics/
143
Reading Comprehension
Reading Comprehension Free Worksheets
www.rhlschool.com/reading.htm
Vocabulary
Word Parts
www.resourcesroom.net/Comprehension/wordparts.asp
Vocabulary-Reading Instruction Handbook
www.pasd.com/pssa/reading/rihand15.htm
ABC Activities
http://abcteach.com/directory/basics/abc_activities/
Get Ready to Read
http://www.getreadytoread.org
Math Computation and Math Concepts
Charting Progress Monitoring
http://www.jimwrightonline.com/pdfdocs/cbmresources/excel/cbmExcelChart.xls
Song for doing addition (numbers 1-12)
http://www.abc.net.au/countusin/resources/episode-07.htm
Various primary activities to help with early/emerging math skills
http://www.abc.net.au/countusin/resources/default.htm
Compose your own math worksheets for drill (with pictures for young students)
http://www.mathplayground.com/wpindex.html
Explains number sense: how well a child is familiar with math facts in general (i.e. 8 is 3
bigger than 5 or 4+4=8)
http://www.ldonline.org/article/5838
http://www.usd.edu/cpe/math.htm#k2
http://www.marcopolo-education.org (online flashcards)
144
Various games for K-4
http://www.gosbr.net/screening
http://www.intervention.central
http://www.time-for-time.com/swf/myclox.swf (teaches how to tell time.)
http://www.softschools.com
http://www.lessonplanspage.com/Math23.htm
http://mathforum.org
http://www.maththatcounts.com/page20.html
Autism Spectrum Disorder
www.fcps.K12.va.us/ss/its/howtos/socstor/socstories.htm
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
www.childdevelopmentinfo.com/learning/teacher.shtml
www.interventioncentral.org/htmdocs/interventions/study/helpsignal.shtml
www.naspcenter.org/pdf/special%20needs%20template.pdf
145

INTERVENTION TOOL KIT FOR SCHOOL PSYCHOLOGISTS

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