Transcript RTI: Reasons, Practices, Systems, & Considerations George Sugai OSEP Center on PBIS University of Connecticut December 6, 2007 www.pbis.org www.cber.org [email protected].

RTI: Reasons,
Practices, Systems, &
Considerations
George Sugai
OSEP Center on PBIS
University of Connecticut
December 6, 2007
www.pbis.org
www.cber.org
[email protected]
My “Task”
Rationale
Influences
“Triangle”
Considerations
STUDENT
ACHIEVEMENT
Good Teaching
Social Behavior Support
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Instructional
accountability
& justification
Comprehensive
screening
Early &
timely
decision
making
Databased
decision
making
Support for
nonresponders
Assessmentinstruction
alignment
Need for
better
Resource
& time use
RtI: Good “IDEiA” Policy
Approach 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
CBM
Prereferral
Interventions
Precision
Teaching
Applied
Behavior
Analysis
EARLY
INFLUENCES
Behavioral &
Instructional
Consultation
Teacher
Assistance
Teaming
Diagnostic
Prescriptive
Teaching
IMPLEMENTATION W/
FIDELITY
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS
MONITORING
Sounds simple, but
IMPLICATIONS
Special
Educator
Functioning
Curricular &
Instructional
Decisions
General
Educator
Functioning
Measurement
Requirements
Implementation
Fidelity
Where’d “triangle”
come from….a
PBIS perspective?
“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?
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
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
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
Responsiveness to
Intervention
Academic
+
Social Behavior
Intensive
Targeted
Universal
Dec 6, 2007
Few
RTI
A Continuum of
Some Support for All
All
Major Office Discipline Referrals (05-06)
Mean Proportion of Students
0-1
'2-5
'6+
100%
90%
3%
8%
10%
11%
16%
18%
89%
74%
71%
80%
70%
60%
50%
40%
30%
20%
ODR rates vary by level
10%
0%
K=6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1
'2-5
'6+
A few kids get many ODRs
100%
90%
32%
48%
45%
43%
37%
40%
25%
15%
15%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Has triangle
been useful?
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
6+ ODR
2-5 ODR
0-1 ODR
SWPBS schools are more preventive
0
Met SET (N = 23)
Not Met SET (N =12)
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
Mean Proportion of
Students
1
0.8
04%
08%
14%
17%
0.6
88%
69%
0.4
0.2
6+ ODR
2-5 ODR
0-1 ODR
SWPBS schools are more preventive
0
Met SET N = 28
Not Met SET N = 11
CONTINUUM of SWPBS
Tertiary Prevention
• Function-based support
•
Audit
•
~5%•
1. Identify existing efforts
•
by tier
~15%
2.Prevention
Specify outcome for each effort
Secondary
• Check in/out
3. Evaluate implementation accuracy
•
•
& outcome effectiveness
•
•
4. Eliminate/integrate based on
Primary Prevention
outcomes
• SWPBS
•
5. Establish
•
•
•
~80% of Students
decision rules (RtI)
RtI Systems &
Considerations?
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”
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
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
Severity
Reliable
change
Social
validity
Chronicity
Absolute v.
relative
change
Treatment
dosage
Generalized
change
Assessment
methods
Still not so
simple: EBD?
Gresham 2005
Treatment
strength
Treatment
integrity
Implications & Complexities
(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)
• Psychometric features of measures?
• Standardized measurement procedures?
• Documented “cut” criteria for determining responsiveness?
• Interventions efficacy, effectiveness, & relevance?
• Cultural, familial, language, etc. considerations?
• Students with disabilities?
• Professional development?
• Applications across grades/schools & curriculum areas?
• Treatment integrity & accountability?
• Functioning of general v. special education?
• K-12 applications
•
Simple
Systems
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
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Future: Document…
• Technical adequacy of RtI components
(measurement, decision rules, etc.)
• Full implementation across range of
contexts
• Impact & relationship of academic &
social behavior interaction
• Systems, resources, competence
needed to maintain effects, support high
fidelity of implementation, expand
applications, & sustain implementation
of practices
Messages
• RtI logic is “good thing” for all
students, families, & schools
• Still some work to refine technology,
practices, & systems
• Consider implications &
complexities for practice & systems
implementation
Keynote “Homework”
1. Work as team
2. Think/work systemically
3. Develop fluency w/ “Big Ideas”
4. Work smarter w/ existing
resources
5. Conduct self-audit