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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 George.sugai@uconn.edu. www.pbis.org. PURPOSE

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Responsiveness-to-Intervention: What is It?


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responsiveness to intervention what is it

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

George.sugai@uconn.edu

slide3

PURPOSE

Provide brief overview of features of Responsiveness-to-Intervention for EVERYONE in school

rti good ideia policy
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
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”
responsiveness to intervention

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
Responsiveness to Intervention

Academic Systems

Behavioral Systems

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

Circa 1996

triangle s
“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

Public Health & Disease PreventionKutash et al., 2006; Larson, 1994
slide22

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students

designing school wide systems for student success

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

Academic Systems

Behavioral Systems

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

Circa 1996

slide25

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

questions to ponder
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?
  • ???
messages
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

slide30
George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org