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SWPBS & RtI for All George Sugai University of Connecticut OSEP Center on PBIS September 24, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu
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PURPOSE Provide brief overview of School-wide Positive Behavior Support & Response-to-Intervention for EVERYONE in school
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Organizer What is SWPBS? What is RtI? What are outcomes?
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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)
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Evaluation Criteria
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What is School-wide Positive Behavior Support (PBIS)?
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SWPBS is for EVERYONE by….
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SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS Laws of Behavior Applied Behavioral Technology Social Validity All Students
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
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Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
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“Train & Hope”
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Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS
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Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect
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SCHOOL-WIDE 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation INTERVENTION PRACTICES CLASSROOM 1.Classroom-wide positive expectations taught & encouraged 2.Teaching classroom routines & cues taught & encouraged 3.Ratio of 6-8 positive to 1 negative adult- student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Frequent precorrections for chronic errors 7.Effective academic instruction & curriculum INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources
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~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION
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Where’d “triangle” come from….a PBIS perspective?
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“Triangle” ?’s Why triangle? Why not pyramid or octagon? Why not 12 tiers? 2 tiers? What’s it got to do w/ education? Where’d those %’s come from?
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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
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Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
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What is RtI? SWPBS detour
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RtI Response to Intervention
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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
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Quotable Fixsen “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”
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1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems
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All Some Few RTI Continuum of Support for ALL Dec 7, 2007
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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? ???
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Who does SWPBS look like?
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Few positive SW expectations defined, taught, & encouraged
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Employee Entrance at Tulsa Downtown Doubletree
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SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus 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. TEACHING MATRIX Expectations & behavioral skills are taught & recognized in natural context Expectations
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Acknowledge & Recognize
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Data & More Examples
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Pre Post
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.64.85 Schools doing SW-PBS well report a 25% lower rate of ODRs
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Schools doing SW-PBS well report associated in increases reading achievement
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N =23N = 8 N = 23 N = 8 Schools doing SW-PBS well report associated in increases reading achievement
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84% 58% 11% 22% 05% 20% SWPBS schools are more preventive
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July 2, 2008 ODR rates vary by level
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July 2, 2008
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