1. Reaching All Students: RtI & SWPBS
George Sugai
OSEP Center on PBIS
Center for Behavioral Education and Research
University of Connecticut
January 28, 2009

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

5. Responsiveness-to-Intervention

6. 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

7. 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

8. 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

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

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

11. 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

12. 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

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

14. 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

15. 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

16. Circa 1994 27

17. 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

18. 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

19. 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

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

21. School-wide Positive Behavior Support & RtI

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

23. 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)

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

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

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

27. 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

28. 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?

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

30. 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

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

32. 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

33. 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

34. 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

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

36. 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. 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

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

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

39. 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

40. 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