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Understanding Responsiveness-to-Intervention: A Framework for Effective Education

This document provides an overview of the Responsiveness-to-Intervention (RtI) framework, essential for educators, families, and students. RtI emphasizes a systematic approach to teaching and learning that is efficient, relevant, and sustainable for all students, not limited to special education. It details the core features of RtI, including universal, targeted, and intensive interventions, as well as the importance of evidence-based practices in ensuring success. Furthermore, it highlights the ongoing challenges and needs for effective implementation in educational settings.

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Understanding Responsiveness-to-Intervention: A Framework for Effective Education

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  1. 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

  2. www.pbis.org

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

  4. Outcomes

  5. RtI Rationale

  6. RtI Definition

  7. 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

  8. 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”

  9. RtI Features

  10. Response to Intervention RtI

  11. RtI History & Logic

  12. 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

  13. “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?

  14. 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

  15. Circa 1994

  16. 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

  17. 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

  18. RtI Application Examples

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

  20. 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? • ???

  21. Possible RtI OutcomesGresham, 2005

  22. Avoiding False +/-

  23. 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

  24. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org

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