• To gain a better understanding of Response-to-Intervention
• To learn how to create an intervention plan based on assessment data
You will learn how to create an RTI plan for a young child.
Step 1: Reading through the Gathered Information-Once you have read through the observations of Clara, you will need to determine what targeted actions or behaviors you want to use for your project. You should choose one set of observations that address one area of issue or delay that Clara has in the classroom and you will need to develop your intervention plan based on the observation data. You will want to determine routines and activities where the child may be struggling.
• You will want to take note of the patterns of behaviors. This pattern of observation should occur for challenging behaviors, as well as, issues you observe with academic skills (i.e. difficulty with fine motor skills, gross motor skills, identifying letters, etc.).
• Summarize your findings in order to discuss the child’s strengths and needs in all areas of development (areas where the child is doing well and areas where the child may be struggling), which includes the following areas: physical development (gross motor and fine motor), speech/language development, cognitive development, social-emotional development, adaptive development and any other academic areas that you may be assessing such as math, literacy, etc.
Step 2: Documentation- You will want to choose how you are going to discuss the data for the targeted action or behavior.
• You will want to read over the example on pgs 204-209 in Chapter 8 (Grisham-Brown). When you look on page 205, you will see an example of how observations were documented. In the example on pg. 205, Mikey was assessed and it was determined that he had difficulty with holding an object or keeping it steady. For Clara, you will see that she has 3 areas of observation data: identifying letters, copying letters, and following two-step directions without prompts.
• Data: You will want to choose only one issue as the target behavior or target problem that will be the focus of your project and then develop an intervention plan.
• Graphing Data: A graph of the data in a chart is a requirement of the project. You will need to graph collected data on a chart (see free graphing programs below) and then you will need to explain what your data means. Students often graph collected data but do not explain how the graph was constructed or what the data means for intervention. Please make sure that it is clear what your graph means.
• There are many ways to chart data. You can chart data on the duration of a specific behavior or the number of times a behavior occurs. Likewise, you may want to chart the data on the number of times a child engages in an activity vs. the number of times he/she does not engage in an activity.
• You will need to summarize the data after each observation.
• You will then need to total the number of actions or behavior you observed each time and then graph this onto a chart. You may also choose to use a ratio for your data. For example, you may record the number of times a child has an opportunity to engage in a behavior, such as fine motor skills, but then does not do so. This will be your baseline data.
• You can use free graph makers at the following websites: Microsoft Excel, which you should have as part of Microsoft Office, http://nces.ed.gov/nceskids/createAgraph/default.aspx or http://www.chartgo.com/modify.do
You do not have to use these sites, as you may have your own graph maker in the software on your computer. Please do not hand draw your graph.
• After you have chosen and reviewed the data and determine where you see any patterns or trends related to the child’s performance. You should be able to determine how many times the child engaged in the action or behavior or how many times the child was not engaged in a behavior.
• Next, write a short summary of your analysis. In your analysis, please include averages of the target behavior. This summary will need to be completed as part of your PowerPoint presentation.
Step 5-Interpretation and Plan Development:
• Based on your analysis, what would you decide to do to make instruction more effective for the child you observed and how will you meet the child’s needs?
• Develop an instructional plan for intervening in the targeted behavior
o Develop at least 2 goals regarding the target behavior. Goals should be specific rather than broad. For example, a goal for Mikey could be “Mikey will have increased motor control by being able to hold objects and toys steady with one hand, while manipulating objects with his other hand” rather than “Mikey will have improved fine motor skills.” If you have questions about goals, please let me know.
o Develop activities for reaching the goal. You should plan on developing at least 3 activities for reaching each goal.
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