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SW-PBS & RtI: Lessons Being Learned

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 George.sugai@uconn.edu. Purpose. Discuss "big ideas" & "lessons learned" about SWPBS & RtI Define RtI & features

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SW-PBS & RtI: Lessons Being Learned

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  1. 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 George.sugai@uconn.edu

  2. Purpose Discuss "big ideas" & "lessons learned" about SWPBS & RtI • Define RtI & features • Describe SWPBS v. RtI • Show applied research examples

  3. pbis.org

  4. pbismaryland.org

  5. Forum for Change October 11-12 Rosemont, IL

  6. 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

  7. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  8. 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!

  9. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  10. 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

  11. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  12. 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

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  14. 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”

  15. RtI: Defining Features

  16. 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?

  17. RtI Applications

  18. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  19. RtI & 3-Tiered Logic of SWPBS

  20. Valued Outcomes & Life Quality Local Capacity Building Applied Behavior Analysis PBS Features Continuum of Behavior Support Self-assessed Action Planning Science of Human Behavior 3-tiered Prevention Logic Systems Change & Durability Local Implementers, Context, & Culture Evidence- Based Behavioral Practices Carr, Dunlap, Horner, Sailor, etc.

  21. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  22. “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?

  23. 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 Original logic: public health & disease prevention (Larson, 1994)

  24. http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based 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.eduDuchnowski, 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.

  25. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  26. 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

  27. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  28. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

  29. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  30. Academic-Behavior Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  31. 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 student-teacher-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

  32. 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

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