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SW-PBS & RtI: Lessons Being Learned

This document explores key concepts and lessons learned regarding School-wide Positive Behavior Support (SWPBS) and Response to Intervention (RtI). It defines RtI and its features, contrasting it with SWPBS while emphasizing evidence-based practices and data-guided decision-making. The emphasis is on redesigning teaching and learning environments to enhance student success through supportive structures for social competence and academic achievement. It outlines the continuum of interventions, from universal strategies for all students to targeted support for those at-risk, focusing on effective, efficient, and durable educational practices.

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SW-PBS & RtI: Lessons Being Learned

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  1. SW-PBS & RtI:Lessons Being Learned George Sugai Rob Horner OSEP Center on PBIS University of Connecticut & Oregon August 1, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

  2. Purpose Discuss "big ideas" & "lessons learned" about SWPBS & RtI • Define RtI & features • Describe SWPBS v. RtI • Show applied research examples

  3. pbis.org

  4. pbismaryland.org

  5. 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

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

  7. Crystal’s “Hope” • Show me love/hope…..now! • Difference & diversity are good! • Behaviors are communications! • Change is hard! • Social/interpersonal culture is big deal! • Behaviors set climate • Experiences shape behavior…son!

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

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

  10. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  11. 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

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  13. 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”

  14. RtI: Defining Features

  15. Implications & Cautions(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.) • Psychometric features of measures for student outcomes & universal screening? • Standardized measurement procedures? • Valid & 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?

  16. RtI Applications

  17. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  18. Valued Outcomes & Life Quality Local Capacity Building Applied Behavior Analysis PBS Features Continuum of Behavior Support Self-assessed Action Planning Science of Human Behavior 3-tiered Prevention Logic Systems Change & Durability Local Implementers, Context, & Culture Evidence- Based Behavioral Practices Carr, Dunlap, Horner, Sailor, etc.

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

  20. “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?

  21. 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 Original logic: public health & disease prevention (Larson, 1994)

  22. http://rtckids.fmhi.usf.eduKutash, 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.http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

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

  24. 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

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

  26. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

  27. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  28. Academic-Behavior Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  29. Lessons Learned: 2006 White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student-teacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterents

  30. 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

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