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

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

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

12. “Train & Hope”

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

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

15. SCHOOL-WIDE 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation INTERVENTION PRACTICES CLASSROOM 1.Classroom-wide positive expectations taught & encouraged 2.Teaching classroom routines & cues taught & encouraged 3.Ratio of 6-8 positive to 1 negative adult- student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Frequent precorrections for chronic errors 7.Effective academic instruction & curriculum INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

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

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 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

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

22. What is RtI? SWPBS detour

24. RtI Response to Intervention

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. 1-5% 5-10% 80-90% 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 SystemsBehavioral Systems

30. All Some Few RTI Continuum of Support for 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

38. SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. TEACHING MATRIX Expectations & behavioral skills are taught & recognized in natural context Expectations

39. Acknowledge & Recognize

41. Data & More Examples

42. Pre Post

43. .64.85 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. N =23N = 8 N = 23 N = 8 Schools doing SW-PBS well report associated in increases reading achievement

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

47. July 2, 2008 ODR rates vary by level

48. July 2, 2008