1. SW-PBS & RtI: Lessons Being Learned
George Sugai
Rob Horner
OSEP Center on PBIS
University of Connecticut & Oregon
August 2, 2007

2. 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

3. pbis.org

4. pbisillinois.org

5. Odds-n-Ends

6. 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

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

8. 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.

9. 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

10. Forum for Change
October Rosemont, IL

11. 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

12. 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

13. 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

14. PBIS Foundations

15. 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

16. 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

17. 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

18. 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

19. 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%

20. Responsiveness-to-Intervention

21. j

22. 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

23. 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”

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

32. 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?

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

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

35. 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

36. 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

37. 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%

38. RtI & 3-Tiered SWPBS Logic

39. SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS

40. 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.

41. “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?

42. 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

43. http://rtckids. fmhi. usf. edu Kutash, K. , Duchnowski, A. J
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. 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.

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

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

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

47. 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

49. 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

50. 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.
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