Responsiveness to Intervention & School-wide Positive Behavior Support

1. Responsiveness to Intervention & School-wide Positive Behavior Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 12 2010 www.pbis.orgwww.cber.orgwww.swis.org

2. Getting Tough Challenge: Academic & behavior success (failure) are linked! Teaching to Corner RtI “Example”

3. PURPOSE Describe school-wide positive behavior supports (aka PBIS) in Response to Intervention context. • Brief history of SWPBS • SWPBS defining features • Few examples & data

4. SWPBS Foundations & Rationale

5. “Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC

6. SWPBS Features

7. 8 SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

8. Host Environment Features

9. SWPBS is

10. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

11. 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 23 ALL ~80% of Students

12. RtI

13. Responsiveness to Intervention

14. 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

15. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

16. 23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

18. Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

19. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

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

21. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

22. “Is SWPBS evidence-based practice?” Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. www.pbis.org

24. SWPBS Examples & Data

25. Visible, Taught, & Acknowledged Positive Expectations

26. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

27. Team 35 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

28. “Scale-worthy” Evidence-based PracticeHorner & OR 2009

29. 4 Main Data Concerns

30. SWPBS Implementation Blueprint www.pbis.org