Transcript Sustaining Change: RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut May 9, 2008 www.pbis.org www.cber.org [email protected].

Sustaining Change:
RtI & SWPBS
George Sugai
OSEP Center on PBIS
Center for Behavioral Education and Research
University of Connecticut
May 9, 2008
www.pbis.org
www.cber.org
[email protected]
Purpose
Give administrators understanding of
features that define & distinguish
Responsiveness-to-Intervention & Schoolwide Positive Behavioral Interventions &
Supports
Advantages
Cautions
Commonalities
Distinctions
Implementation
Fidelity
Comprehensive
screening
Early &
timely
decision
making
Databased
decision
making
Support for
nonresponders
Need
for
better
Instructional
accountability
& justification
Assessment
-instruction
alignment
Resource
& time
use
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
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
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”
Precision
Teaching
CBM
Early
Screening &
Intervention
Applied
Behavior
Analysis
Behavioral &
Instructional
Consultation
Prereferral
Interventions
Diagnostic
Prescriptive
Teaching
Teacher
Assistance
Teaming
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
Prevention Logic for All
Walker et al., 1996
Decrease
development
of new
problem
behaviors
Redesign
learning &
Prevent
teaching
Teach,
worsening of environments
monitor, &
to eliminate acknowledge
existing
problem
prosocial
triggers &
behaviors
maintainers of
behavior
problem
behaviors
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
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
Curriculum based measurement
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, selfmanagement
DECISION
MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
Responsiveness to
Intervention
Academic
+
Social Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Curricular &
instructional
decisions
Families &
community
interactions
Implementation
accountability
Measurement,
assessment, &
evaluation
Special
education
functioning
General
education
functioning
2006-2008 1-2 (same): Oral Reading Fluency
90
84
80
70
63
62
Percent
60
58
50
LR
SR
40
AR
31
27
30
25
20
8
10
0
Feb-07
May-07
Sep-07
Month
Feb-08
2006-2008 1-2 (same): Nonsencse Word Fluency
80
76
71
67
70
60
54
Percent
50
LR
40
SR
AR
30
26
28
26
19
20
10
0
Sep-06
Feb-07
May-07
Month
Sep-07
2006-2008 K-1 (same): Phonemic Segmentation Fluency
90
90
80
70
65
57
Percent
60
50
44
LR
SR
40
36
AR
30
26
30
19
20
13
9
9
10
1
0
Sep-06
Feb-07
Sep-07
Month
Feb-08
2006-2008 K-1 (same): Letter Naming Fluency
77
80
70
65
64
64
60
Percent
50
LR
40
SR
AR
30
20
26
25
16
18
17
11
11
10
6
0
Sep-06
Feb-07
May-07
Month
Sep-07
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?
•
???
Implementation Levels
Student
Classroom
School
District
State
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
Basics: 4
PBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special Education
~5%•
1. Identify existing practices
•
~15%
•
•
•
•
•
by tier
2. Specify outcome for each effort
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
Major SWPBS Tasks
• Establish leadership team
• Establish staff agreements
• Build working knowledge &
capacity of SW-PBS practices &
systems
• Develop individualized action plan
for SW-PBS
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices