Transcript SW-PBS & RtI: Lessons Being Learned George Sugai Rob Horner OSEP Center on PBIS University of Connecticut & Oregon August 1, 2007 www.pbis.org www.swis.org [email protected].

SW-PBS & RtI:
Lessons Being Learned
George Sugai
Rob Horner
OSEP Center on PBIS
University of Connecticut & Oregon
August 1, 2007
www.pbis.org
www.swis.org
[email protected]
Purpose
Discuss "big ideas" &
"lessons learned" about
SWPBS & RtI
• Define RtI & features
• Describe SWPBS v. RtI
• Show applied research examples
Forum for Change
October 11-12
Rosemont, IL
PBIS objective….
Redesign & support teaching &
learning environments that are
effective, efficient, relevant, &
durable
– Outcome-based
– Data-guided decision making
– Evidence-based practices
– Systems support for accurate & sustained
implementation
Basics: 4
PBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Crystal’s “Hope”
• Show me love/hope…..now!
• Difference & diversity are good!
• Behaviors are communications!
• Change is hard!
• Social/interpersonal culture is big deal!
• Behaviors set climate
• Experiences shape behavior…son!
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
It’s not just about behavior!
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
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: Good “IDEA” Policy
• Approach to increase efficiency,
accountability, & impact of effective practices
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
–
–
–
–
–
Problem solving process
Diagnostic-prescriptive teaching
Curriculum based assessment
Precision teaching
Applied behavior analysis
• Demonstrations
– Systemic early literacy
– School-wide positive behavior support
RtI Logic
j
Modify &
specialize for
non-responders
Screen
universally &
frequently
Teach w/ best
curriculum &
instruction
Intervene early at
all levels
Use student
behavior as
progress indicator
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: Defining Features
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
Sounds simple, but
IMPLICATIONS
Special
Educator
Functioning
Curricular &
Instructional
Decisions
General
Educator
Functioning
Measurement
Requirements
Implementation
Fidelity
Implications & Cautions
(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)
• Psychometric features of measures for student
outcomes & universal screening?
• Standardized measurement procedures?
• Valid & documented “cut” criteria for determining
responsiveness?
•
•
•
•
Interventions efficacy, effectiveness, & relevance?
Students with disabilities?
Professional development?
Applications across grades/schools & curriculum
areas?
• Treatment integrity & accountability?
• Functioning of general v. special education?
RtI Applications
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special
educator, reading specialist, Title
1, school psychologist, etc.
General educator, special educator,
behavior specialist, Title 1, 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
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
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 & 3-Tiered Logic of
SWPBS
Valued
Outcomes &
Life Quality
Local
Capacity
Building
Continuum of
Behavior Support
Science of
Human
Behavior
PBS
Features
Applied
Behavior
Analysis
Self-assessed
Action
Planning
3-tiered
Systems
Prevention
Change &
Logic
Local
Durability
EvidenceImplementers,
Based Behavioral
Context, &
Practices
Culture
Carr, Dunlap, Horner, Sailor, etc.
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
“Triangle” ?’s you should ask!
• Where did it come from?
• Why not a pyramid or octagon?
• Why not 12 tiers? 2 tiers?
• What’s it got to do w/ sped?
• Where those % come from?
Original logic: public health &
disease prevention (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
http://rtckids.fmhi.usf.edu
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). Schoolbased mental health: An empirical guide for decision
makers. Tampa, FL: University of South Florida. Louis De
la Parte Florida Mental Health Institute, Department of Child
& Family Studies, Research & Training Center for Children’s
Mental Health.
http://cfs.fmhi.usf.edu
Duchnowski, A. J., Kutash, K., & Romney, S., (2006).
Voices from the field: A blueprint for schools to increase
involvement of families who have children with emotional
disturbances. Tamp, FL: University of South Florida, The
Louis de la Parte Florida Mental Health Institute,
Department of Child and Family Studies.
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
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
Basics: 4
PBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Academic-Behavior Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Lessons Learned: 2006 White
House Conference on School Safety
• Students, staff, & community must have means of
communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting studentteacher-family relationships are important
• High rates of academic & social success are
important
• Positive, respectful, predictable, & trusting school
environment/climate is important for all students
• Metal detectors, surveillance cameras, & security
guards are insufficient deterents
Messages
• RtI logic is “good thing”
– Continuous progress monitoring
– Prescriptive problem solving & data-based
decision making
– Assessment-based intervention planning
– Consideration of all students
• However, still much work to be done
• SWPBS approach is good approximation
of RTI approach