SW-PBS & RtI: Lessons Being Learned George Sugai & Rob Horner OSEP Center on PBIS University of Connecticut & Oregon November 16,

Purpose Discuss "lessons being learned" about SWPBS & RtI Review/Define RtI & features Describe SWPBS & RtI Show applied research examples

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PBIS Foundations

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

SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS

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

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

“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?

Original logic: public health & disease prevention (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

Kutash, 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.

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

It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Responsiveness to Intervention: Achievement + Social Behavior

Academic SystemsBehavioral Systems 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

Responsiveness- to-Intervention

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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

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”

RtI: Defining Features

Implications & Cautions (E.g., Gresham, Grimes, Kratochwill, Tilly, etc.) Psychometric features of measures? Standardized measurement procedures? 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? K-12 applications

Possible RtI Outcomes Gresham, 2005 ResponderNon-Responder High Risk False + Adequate response True + Inadequate response No Risk True – Adequate response False – Inadequate response

To avoid False +/- Sensitive assessments Effective interventions Fidelity of intervention implementation Timely decision making Efficient decision rules

Still not so simple….. Consider Students w/ EBD Gresham, 2005 Behavioral severity Behavioral chronicity Generalizability of behavior change Treatment strength/dosage Treatment integrity Treatment effectiveness Assessment/evaluation methods Reliable change (functional relationship) Absolute v. relative change Social validity

RtI Applications EARLY READING/LITERACYSOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurementSSBD, 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, self- management DECISION MAKING RULES Core, strategic, intensivePrimary, secondary, tertiary tiers

Academic SystemsBehavioral Systems 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

RtI & 3-Tiered SWPBS Logic

School Days Percent of Intervals Engaged in Problem Behavior Class B Results Fairbanks, Sugai, Gardino, & Lathrop, 2007.

School Days Percent of Intervals Engaged in Problem Behavior Class B Results + Composite Peers Peer

Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

Percent of Intervals Engaged in Problem Behavior Peer Study 2 Results + Composite Peer

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

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