1. Response to Intervention: What’s Behavior Got to Do with It?
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
May
TITLE: "SWPBS Sustainability: Sailing the Ship through Climate Change"

2. PURPOSE
Describe features, practices, research, & examples related to RtI, PBIS, & pre-/in-service professional development
DESCRIPTIONS: The purpose of this presentation is to consider SWPBS implementation in the context of school reform, competing initiatives, and limited resources. The importance of recognizing our accomplishments, integrating initiatives with common outcomes, using information for continuous progress monitoring, establishing local expert capacity, and working from a continuum of action will be emphasized.

3. “BIG PICTURE” RESEARCH & THEORY to PROFESSIONAL DEVELOPMENT to
* Responsiveness to intervention
* Positive behavioral interventions & supports
PROFESSIONAL DEVELOPMENT to
* Evidence-based practice
* Classroom management
* School discipline
* Disability & diversity
PRACTICE
* Implementation fidelity
* Evaluation

4. “Notes to Self” Describe how PBIS got start
Review PBIS & RtI definition & features
Link outcomes, data, practices, & systems
Describe examples
Model evidence-based approach
Stress importance of implementation fidelity
Remember IHE audience

5. Positive Behavioral Interventions & Supports
Foundations of
Positive Behavioral Interventions & Supports

6. Emphasis on punishment
1980s SW Discipline Problem
Reactive
Non-constructive
Emphasis on punishment
Poor implementation fidelity
Limited effects
Special Education & BD
“Drowning Frogs”
“Green to Yellow to Red” Cards
“Full to partial to limited” privileges

7. “Abbreviated” SWPBS History
1980s RTC
1988 PBS
1991 Proj PREPARE
1997 EBS Demo
1997 IDEA-r
1998 PBIS-I
2000 PBIS TA Guide
2001 OR Beh Res Ctr
2002 PBIS-II
2004 PBS Impl Blue
2007 SISEP
2008 PBIS-III
Jan 2010 SWPBS Eval Blue
Mar 2010 SWPBS Impl Blue
May 2010 SWPBS Train Blue
2011 Implementation Sustainability & Scaling

8. SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model Oregon conference monograph. Eugene, OR: University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp ). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16,
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4,

9. “Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some by establishing local behavioral expertise
Sugai & Horner (1994)
Integrate evidence-based practices in 3-tiered prevention logic
Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)

10. “Early Triangle” (p. 201) Walker, Knitzer, Reid, et al., CDC

11. Prevention Logic for All
Walker et al., 1996
Decrease development of new problem behaviors
Prevent worsening of existing problem behaviors
Eliminate triggers & maintainers of problem behaviors
Teach, monitor, & acknowledge prosocial behavior
Redesign of teaching environments…not students

12. Changing Adult Behavior1.
“Change is slow, difficult, gradual process for teachers 2.
“Teachers need to receive regular feedback on student learning outcomes” 3.
“Continued support & follow-up are necessary after initial training”
Guskey, 1986, p. 59

13. SWPBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students
(Zins & Ponti, 1990)

14. Host Environment Features
Achieve desired outcome?
Effective
Doable by real implementer?
Efficient
Contextual & cultural?
Relevant
Lasting?
Durable
Transportable?
Scalable
Conceptually Sound?
Logical

15. PREVENTION SCIENCE LITERATURE
VIOLENCE PREVENTION
Positive predictable school-wide climate
High rates academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community effort
Surgeon General’s Report on Youth Violence (2001)
Coordinated Social Emotional & Learning (Greenberg et al., 2003)
Center for Study & Prevention of Violence (2006)
White House Conference on School Violence (2006)
PREVENTION SCIENCE LITERATURE

16. SWPBS (aka PBIS/RtI) is
for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework

17. Supporting Social Competence &
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES 15
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

18. Response-to-Intervention &
Positive Behavioral Interventions & Supports

19. Need for better Implementation Fidelity Comprehensive screening
Data-based decision making
Early & timely decision making
Comprehensive screening
Support for non-responders
Implementation Fidelity
Instructional accountability & justification
Assessment-instruction alignment
Resource & time use

20. RtI: Good “IDEA” 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

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

22. RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS
INTERVENTIONS
CONTENT EXPERTISE & FLUENCY
TEAM-BASED
IMPLEMENTATION
CONTINUOUS
PROGRESS MONITORING
UNIVERSAL SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
RtI

23. Quotable Fixsen on Policy
“Policy is
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. Curricular & instructional decisions
SOUNDS SIMPLE, BUT IMPLICATIONS FOR….
Curricular & instructional decisions
Special education functioning
General education functioning
Measurement, assessment, & evaluation
Implementation accountability
Families & community interactions

25. Questions to Ponder
What is “scientifically/evidence-based” intervention/practice?
How do we measure & ensure “fidelity of implementation?”
How do we determine “non-responsiveness?”
Can we affect “teacher practice?”
Do we have motivation to increase efficiency of “systems” organization?
???

26. 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

27. Academic-Behavior Connection
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104,

28. “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.”
Algozzine, Wang, & Violette (2011), p. 16.

29. 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

30. 23 RTI Behavior Continuum Academic Continuum Integrated Continuum
NOTICE GREEN GOES IS FOR “ALL”
Mar

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

32. 23 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 23
ALL
~80% of Students

33. Continuum of Support for ALL23
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

34. Continuum of Support for ALL “Theora”
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

35. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

36. Continua of Responsiveness & Support
Student Behavior
Teacher Practice
CONTEXT or
SETTING
Continua of Responsiveness & Support
School Reform
District Operations

38. Message Apply RtI Logic to School Improvement
- Current Practice -
Large # priorities
Large # interventions
Large professional development plan
Large data collection plan
+ Rti Logic +
Screening for unresponsiveness
Small # priorities
Continuous progress monitoring
Continuous implementation fidelity
Increase priority teaching & learning time

39. Adopting an Implementation Framework

40. Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

41.
Dean Fixsen
Karen Blase
UNC

42. SWPBS Implementation Blueprint

43. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation

44. Jul ‘09 Jan ‘10 Jul ‘10 Jan ’11 614 trained schools (149 districts)
448 (73% of 614) implementing (SAS/TIC/BoQ)
129 (28.8% of 448) implementing w/ fidelity (SAS/TIC/BoQ)

46. Jul ‘ Jan ‘ Jul ‘ Jan ’11

47. Are outcomes measurable?

48. Where are you in implementation process
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
Let’s make sure we’re ready to implement (capacity infrastructure)
INSTALLATION
Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS REGENERATION

49. SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule Rob Horner for our in-service day”
“Let’s do SWPBS during morning advisory”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“She’s a tier 3 kid; give her 2 day suspension”
“Shut up, & show me some respect”

50. Implementation Challenge
Lack of expert capacity
Competing initiatives
Lacking implementation framework
Nondata-based decision making
Insufficient resources
Limited differentiation
No theory of action or change

51. Evidence-based Practices & Implementation Fidelity

52. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on Fidelity
Research to Practice is dependent on good research.
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

53. Maximum Student Benefits
“Making a turn”
IMPLEMENTATION
Effective
Not Effective
PRACTICE
Maximum Student Benefits
Fixsen & Blase, 2009

54. RCT & Group Design PBIS Studies
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Reduced major disciplinary infractions
Improvements in academic achievement
Enhanced perception of organizational health & safety
Improved school climate
Reductions in teacher reported bullying behavior

55. Biggest, durable effect17
SWPBS
Practices
School-wide
Classroom
Smallest #
Evidence-based
Biggest, durable effect
Family
Non-classroom
Student &
Family

56. EVIDENCE- BASED INTERVENTION PRACTICES
SCHOOL-WIDE
1. 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
EVIDENCE- BASED INTERVENTION PRACTICES
CLASSROOM
All school-wide
Maximum structure & predictability in routines & environment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.
Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior.
Continuum of strategies for responding to inappropriate behavior.
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
NONCLASSROOM
Positive expectations & routines taught & encouraged
Active supervision by all staff (Scan, move, interact)
Precorrections & reminders
Positive reinforcement
FAMILY ENGAGEMENT
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

57. 54 A 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

58. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
~80% of Students

59. Classroom Management: Self-Assessment
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Ratio of Positives to Negatives: _____ to 1

60. Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and distraction
Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
7. I actively supervised my classroom (e.g., moving, scanning) during instruction.
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”
# Yes___

61. Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student Contacts

62. Did I have at least 4 positive for 1 negative student contacts?
Yes No
2. Did I move throughout the area I was supervising?
3. Did I frequently scan the area I was supervising?
4. Did I positively interact with most of the students in the area?
5. Did I handle most minor rule violations quickly and quietly?
6. Did I follow school procedures for handling major rule violations?
7. Do I know our school-wide expectations (positively stated rules)?
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______

63. Some Data

64. Data Decision Making Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Data Decision Making