Transcript Responsiveness-to-Intervention: What is It? George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut October 11,02008 www.pbis.org www.cber.org [email protected].

Responsiveness-to-Intervention:
What is It?
George Sugai
OSEP Center on PBIS
Center for Behavioral Education and Research
University of Connecticut
October 11,02008
www.pbis.org
www.cber.org
[email protected]
Outcomes
Rationale
Definition & Features
Triangle History & Logi
Considerations
RtI Rationale
Instructional
accountability
& justification
Comprehensive
screening
Early &
timely
decision
making
Databased
decision
making
Support for
nonresponders
Assessmentinstruction
alignment
WHY?
Need for
better…
Resource
& time use
RtI Definition
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”
RtI Features
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
RtI History & Logic
Precision
Teaching
CBM
Early
Screening &
Intervention
Applied
Behavior
Analysis
Behavioral &
Instructional
Consultation
Prereferral
Interventions
Diagnostic
Prescriptive
Teaching
Teacher
Assistance
Teaming
Discipline
Behavior
Social/Emotional
Literacy
Numeracy
Academic
Science
RtI Logic
for ALL
Etc.
Specials
Arts
Technology
Other
Vocational
Etc
Families &
community
interactions
Curricular &
instructional
decisions
SOUNDS
SIMPLE, BUT
IMPLICATIONS
FOR….
Implementation
accountability
Special
education
functioning
General
education
functioning
Measurement,
assessment,
& evaluation
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
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
“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?
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 Effective Behavior
Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Specialized Individual
Interventions
(Individual Student
System)
Tertiary Prevention
Secondary Prevention
Specialized Group
Interventions
(At-Risk System)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80 -90%)
Primary Prevention
All Students in School
Universal Interventions
(School-Wide System
Classroom System)
Circa 1994
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Circa 1996
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
Intensive
Targeted
Universal
Dec 7, 2007
Few
Some
All
RTI
Continuum of
Support for
ALL
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?
•
???
Possible RtI Outcomes
Gresham, 2005
High
Risk
No
Risk
Responder
Non-Responder
False +
True +
Adequate response
Inadequate response
True –
False –
Adequate response
Inadequate response
Avoiding False +/Technically adequate assessments
Integrated initiatives
Continuum of effective practices
Fidelity of implementation
Timely team-based decision making
Efficient & accurate decision rules
Regular systems level audits
Training to fluency
Messages
RtI logic is good thing for all students,
families, & schools
Still some work to refine technology,
practices, & systems
Implications & complexities for practice,
systems, & implementation