Reaching All Students: RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut January 28, 2009 www.pbis.org www.cber.org George.sugai@uconn.edu

www.pbis.org

PURPOSE Describe how responsiveness- to-intervention logic relates to positive behavioral interventions & supports for EVERYONE in school. RtI Context SWPBS Basics Applications & Examples

Responsiveness-to-Intervention

Systematic support for non-responders WHY? Need for better… Data-based decision making Early & timely decision making Comprehensive screening Systematic support for non-responders Instructional accountability & justification Assessment-instruction alignment Resource & time use

RtI Response to Intervention IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new Principles embedded within possible reauthorization of NCLB

Responsiveness to Intervention Etc. Literacy & Writing Numeracy & Sciences SWPBS Specials Social Sciences

EARLY INFLUENCES CBM Precision Teaching Early Screening & Intervention Prereferral Interventions Teacher Assistance Teaming Diagnostic Prescriptive Teaching Behavioral & Instructional Consultation Applied Behavior Analysis Precision Teaching

ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

Responsiveness to Intervention 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% Circa 1996

Where’d “triangle” come from….a PBIS perspective?

Public Health & Disease Prevention Kutash et al., 2006; 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

Prevention Logic for All Walker et al., 1996 Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning & teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

Circa 1994 27

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% Circa 1996

RtI Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, 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

Continuum of Support for ALL RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Aurora, CO, EBD, all schools Two messages: 1. high rates of problem behaviors & reactive “get tough” management 2. teaching to the corner

School-wide Positive Behavior Support & RtI

Need for…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ behavior disorders Integrating academic & behavior initiatives

BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

Evaluation Criteria Effective Efficient Relevant Durable Scalable Desired Outcomes? Effective Doable? Efficient Contextual & Cultural? Relevant Lasting? Durable Transportable? Scalable

Supporting Social Competence & Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

SWPBS Conceptual Foundations Behaviorism Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS IDEA: Positive Behavioral Interventions & Supports All Students

Initiative, Project, Committee Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group

Are outcomes measurable? Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma Are outcomes measurable?

School-wide Classroom Family Non-classroom Student SWPBS Practices Smallest # Evidence-based Biggest, durable effect Student

School-wide Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation

Positive expectations & routines taught & encouraged Non-classroom Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

Classroom Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

Family Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources

Individual Student Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations

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

Check In/Out Pt Card Name________________ Date ________ Goal _____ GOALS 8:30 9:30 10:30 11:30 12:30 1:30 1. RESPECT OTHERS 2 1 0 2. MANAGE SELF 3. SOLVE PROBLEMS RESPONSIBLY Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met

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

Identify existing practices by tier Specify outcome for each effort CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~80% of Students

George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org