Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders

Douglas A. Cheney · Andrea Flower · Tran Nguyen Templeton

106 citations0/0 files storedThe Journal of Special Education

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Behavioral and Psychological Studies Early Childhood Education and Development Education Discipline and Inequality

Abstract

Response to Intervention (RtI) has become an important element of policy, practice, and research since the 2004 reauthorization of the Individuals with Disabilities Education Act. In this article, five metrics recommended by Gresham (2005) were used to evaluate the progress of 127 students who were at risk of developing emotional disturbance and enrolled in a Tier 2 targeted group intervention. Student progress on a daily behavior report card was used to identify responders and nonresponders. Results suggest that percentage of change and effect size were the most useful metrics and identified 67% of the students as responders to the intervention. Additionally, 91% of the responders were not identified for special education, and over 50% reduced their problem behavior ratings on the Social Skills Rating System Teacher Form. These findings suggest that the intervention reduced the student's at-risk status and helped prevent the development of emotional and behavioral disabilities.

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References

1991Clinical significance: A statistical approach to defining meaningful change in psychotherapy research.1991Clinical significance: A statistical approach to defining meaningful change in psychotherapy research.1999Mental Health: A Report of the Surgeon General 1990Social Skills Rating System 2008Education and Treatment of Children 2000Mental health: A report of the surgeon general 1996Antisocial Behavior in School: Strategies and Best Practices 1993Book Review: Taking Part: Introducing Social Skills to Children

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2019An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment 2009A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems 2013Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems 2014Systematic Review of the Check-in, Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders 2014

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