SWPBS & RtI for All

1. SWPBS & RtI for All George Sugai University of Connecticut OSEP Center on PBIS September 24, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

2. PURPOSE Provide brief overview of School-wide Positive Behavior Support & Response-to-Intervention for EVERYONE in school

3. Organizer What is SWPBS? What is RtI? What are outcomes?

5. BIG IDEA Successful individual student behavior support is linked to host environmentsor school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

6. Evaluation Criteria

7. What is School-wide Positive Behavior Support (PBIS)?

8. SWPBS is for EVERYONE by….

9. Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All Students

10. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

11. 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

12. “Train & Hope”

13. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

14. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

16. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

17. Where’d “triangle” come from….a PBIS perspective?

18. “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?

20. Public Health & Disease PreventionKutash 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

21. 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

22. What is RtI? SWPBS detour

24. Response to Intervention RtI

26. 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

27. 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”

29. 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%

30. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

31. 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? • ???

32. Who does SWPBS look like?

33. Few positive SW expectations defined, taught, & encouraged

34. Employee Entrance at Tulsa Downtown Doubletree

35. Welcome Rugs It's The Westwood Way!

36. It's The Westwood Way! Magnets

38. Expectations & behavioral skills are taught & recognized in natural context TEACHING MATRIX Expectations

39. Acknowledge & Recognize

40. It's The Westwood Way! Classroom Rugs

41. Data & More Examples

42. Pre Post

43. .85 .64 Schools doing SW-PBS well report a 25% lower rate of ODRs

44. Schools doing SW-PBS well report associated in increases reading achievement

45. Schools doing SW-PBS well report associated in increases reading achievement N =23 N = 8 N = 8 N = 23

46. 05% 20% 11% 22% 84% 58% SWPBS schools are more preventive

47. July 2, 2008 ODR rates vary by level

48. July 2, 2008