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Multi-Tiered Support Systems: Features & Considerations I nternational School Psychology Association Conference J ul

Multi-Tiered Support Systems: Features & Considerations I nternational School Psychology Association Conference J uly 10, 2012 Montreal, Quebec. George Sugai University of Connecticut Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research

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Multi-Tiered Support Systems: Features & Considerations I nternational School Psychology Association Conference J ul

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  1. Multi-Tiered Support Systems:Features & ConsiderationsInternational School Psychology Association ConferenceJuly 10, 2012Montreal, Quebec George Sugai University of Connecticut Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research www.pbis.orgwww.cber.org

  2. Purpose …describe general features, practices, & systems of Multi-Tiered Support Systems(MTSS) “What is MTSS?”

  3. Context

  4. Fixsen & Blase, 2009 Maximum Student Benefits

  5. “Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems

  6. “Whole School” • All students • All staff members • All families • All school settings

  7. “Data Driven” RULE: Start w/ socially important questions.

  8. “Prevention-based” • Biglan, 1995; Mayer, 1995; Walker et al., 1996

  9. Supporting Social Competence & Academic Achievement “Important Outcomes” OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  10. Common Language & Behaviors Effective Organizations Common Vision/Values Common Experience Quality Leadership

  11. “Layered Continuum” “Early Triangle”Walker, Knitzer, Reid, et al., CDC(Walker et al., 1995, p. 201)

  12. 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

  13. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

  14. Continuum of Support for ALL “Theora” Math Science Spanish Reading Music Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

  15. Continuum of Support: “Molcom” Anger man. Prob Sol. Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Align behavioral supports Dec 7, 2007

  16. RtI RtI: “Responsiveness-to-Intervention”

  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 Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% ~1996

  18. 23 Behavior Continuum Academic Continuum MTSS Integrated Continuum Mar 10 2010

  19. Where are you in implementation process?Adapted from Fixsen & Blase, 2005

  20. SWPBS Implementation Blueprint www.pbis.org

  21. “Evidence-based” Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

  22. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher reported bullying behavior & peer rejection Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw,C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.

  23. Elementary Schools Mean & Median Major ODR/100 students/day 2004 to 2011 22% reduction N = 641 959 1316 1737 2137 2564 2979

  24. Middle Schools Mean & Median ODR/100 students/day 2010-11 44% reduction

  25. High Schools Mean &Median ODR/100 students/day 2010-11 23% reduction N = 76 104 155 198 250 330 390

  26. Most are responsive…but some need a bit more. 2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86%

  27. And we know who they are! 33% 41% 25% 44% 38% 17% 40% 39% 21% 42% 39% 19% 75% 81% 83% 79% % of Students 9% 17% 22% 14%

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

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

  30. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior OUTCOMES DATA SYSTEMS CULTURAL KNOWLEDGE CULTURAL VALIDITY Supporting Decision Making PRACTICES CULTURAL RELEVANCE Supporting Student Behavior

  31. Sugai, O’Keeffe, & Fallon, 2012, in press

  32. Cultural/Context Considerations Basic “Logic” DATA SYSTEMS Start w/ effective, efficient, relevant, & doable Maximum Student Outcomes PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

  33. “Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems

  34. Common Language & Behaviors Effective Organizations Common Vision/Values Common Experience Quality Leadership

  35. Upcoming Events

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