Overview of the RTI Model
     What is Response to Intervention for Behavior?
    RtI for Behavior is a three-tiered model of instruction and intervention that includes the principle that behavioral supports are provided at a universal level intended to effectively address the needs of all students in a school (referred to as Tier 1).
    • Not all students will respond to the universal behavioral supports. As a result, some students with identified needs receive supplemental intervention at Tier 2.
    • Finally, at Tier 3, a few students with the most severe needs receive intensive and individualized behavioral support.
    • This system allows educators to identify the needs of all students, match the level of support to the severity of the behavior problems and then assess the students’ response to intervention.
    • Most notably, RtI for Behavior provides a problem-solving approach that aims to prevent inappropriate behavior and teach and reinforce appropriate behaviors.
    An Overview of the Model RtI: Behavior
    What is Response to Intervention for Behavior?
    Response to intervention (RtI) focuses on “the practice of providing high-quality instruction and interventions that are matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions.” (NASDSE, 2007). RtI for Behavior should involve Positive Behavior Support (PBS) that aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). RtI for Behavior should offer a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to the development and improvement of behavior problems.
    What are the core principles of RtI for Behavior?
    The core principles of Response to Intervention for Behavior include:
    1. Continual application of a structured problem-solving process;
    2. Reliance on an integrated data system that is used to inform problem-solving and decision making;
    3. Utilization of a multi-tiered model of support delivery that enables the efficient use of school resources;
    4. Applying evidence-based interventions that match the student’s level of need, and that rely on prevention, teaching, and reinforcement-based
    5. Monitoring the progress of students; and
    6. Measuring the fidelity of applied interventions.
    What is a problem solving process? 
    The four-step, problem-solving model of RtI for Behavior looks very simple. First, problem behaviors of all students, groups of students or individual students must be identified. Next, it is critical to understand why those behavior problems are occurring. Based on an understanding of why the behavior is occurring, school personnel and teams can develop effective and efficient interventions to address the problem behavior and then progress monitor whether students are responding to the interventions.
    Why is it so important to focus on teaching positive social behaviors?
    In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive
    social behavior is an important part of a student’s educational experience. Teaching behavioral expectations and rewarding students for following the expectations is a more positive approach than waiting for misbehavior to occur before responding.