SW-PBS & RtI: Lessons Being Learned George Sugai Rob Horner OSEP Center on PBIS University of Connecticut & Oregon August 2, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

Discuss "big ideas" & "lessons learned" about SWPBS & RtI Purpose Discuss "big ideas" & "lessons learned" about SWPBS & RtI Odds-n-Ends Define RtI & features Describe SWPBS v. RtI Show applied research examples

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Odds-n-Ends

Acknowledgements (Sr+) Conference planning team Illinois PBIS Network Topics: funding, coaching, data, engagement, board reports, administrators, sustainability function based support, problem solving, cultural fit, families, EBD Lucille

PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

1. IMPLEMENTATION PHASES 2. 3. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

Local Implementation Capacity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

Forum for Change October 11-12 Rosemont, IL

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

Lessons Learned: 2006 White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student-teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterents

Lessons Learned: White House Conference on School Safety Early Correlates/Indicators Significant change in academic &/or social behavior patterns Frequent, unresolved victimization Extremely low rates of academic &/or social success Negative/threatening written &/or verbal messages

PBIS Foundations

PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable Outcome-based Data-guided decision making Evidence-based practices Systems support for accurate & sustained implementation

Supporting Social Competence & Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Responsiveness-to-Intervention

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RtI: Good “IDEA” Policy Approach to increase efficiency, accountability, & impact of effective practices NOT program, curriculum, strategy, intervention NOT limited to special education NOT new Problem solving process Diagnostic-prescriptive teaching Curriculum based assessment Precision teaching Applied behavior analysis Demonstrations Systemic early literacy School-wide positive behavior support

Quotable Fixsen “Policy is “Training does not predict action” allocation of limited resources for unlimited needs” Opportunity, not guarantee, for good action” “Training does not predict action” “Manualized treatments have created overly rigid & rapid applications”

RtI: Defining Features IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING

Implications & Cautions (E. g Implications & Cautions (E.g., Gresham, Grimes, Kratochwill, Tilly, etc.) Psychometric features of measures for student outcomes & universal screening? Standardized measurement procedures? Valid & documented “cut” criteria for determining responsiveness? Interventions efficacy, effectiveness, & relevance? Students with disabilities? Professional development? Applications across grades/schools & curriculum areas? Treatment integrity & accountability? Functioning of general v. special education?

Possible RtI Outcomes Gresham, 2005 Responder Non-Responder High Risk False + Adequate response True + Inadequate response No Risk True – False –

To avoid False +/- Sensitive assessments Effective interventions Fidelity of intervention implementation Timely decision making Efficient decision rules

Still not so simple….. Consider Students w/ EBD Gresham, 2005 Behavioral severity Behavioral chronicity Generalizability of behavior change Treatment strength/dosage Treatment integrity Treatment effectiveness Assessment/evaluation methods Reliable change (functional relationship) Absolute v. relative change Social validity

EARLY READING/LITERACY EFFECTIVE INTERVENTIONS RtI Applications EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating PROGRESS MONITORING ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self-management DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

RtI & 3-Tiered SWPBS Logic

SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS

PBS Features Valued Outcomes & Life Quality Local Capacity Building Applied Behavior Analysis PBS Features Continuum of Behavior Support Self-assessed Action Planning Science of Human Behavior 3-tiered Prevention Logic Systems Change & Durability Local Implementers, Context, & Culture Evidence- Based Behavioral Practices Carr, Dunlap, Horner, Sailor, etc.

“Triangle” ?’s you should ask! Where did it come from? Why not a pyramid or octagon? Why not 12 tiers? 2 tiers? What’s it got to do w/ sped? Where those % come from?

Original logic: public health & disease prevention (Larson, 1994) Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior 20

http://rtckids. fmhi. usf. edu Kutash, K. , Duchnowski, A. J http://rtckids.fmhi.usf.edu Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://cfs.fmhi.usf.edu Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

Percent of Intervals Engaged in Problem Behavior Fairbanks, Sugai, Gardino, & Lathrop, 2007. Class B Results Percent of Intervals Engaged in Problem Behavior School Days

Class B Results + Composite Peers Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

Percent of Intervals Engaged in Problem Behavior Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

Percent of Intervals Engaged in Problem Behavior Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days

Messages RtI logic is “good thing” However, still much work to be done Continuous progress monitoring Prescriptive problem solving & data-based decision making Assessment-based intervention planning Consideration of all students However, still much work to be done SWPBS approach is good approximation of RTI approach

SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org