multi-tiered support systems: features & considerations i nternational school psychology...
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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 - PowerPoint PPT PresentationTRANSCRIPT
Multi-Tiered Support Systems:Features & ConsiderationsInternational School Psychology Association ConferenceJuly 10, 2012Montreal, Quebec
George SugaiUniversity of ConnecticutCenter on Positive Behavior Interventions & SupportsCenter for Behavioral Education & Research
www.pbis.org www.cber.org
Purpose…describe general features,
practices, & systems of Multi-Tiered Support Systems (MTSS)
“What is MTSS?”
Improved & sustained
academic & behavior outcomes
for all students
• NEED
Adoption of evidence-based
practices• RESPONSE
Variable improvement in
student outcomes• CHALLENGE
Improvement in implementation
fidelity• MTSS?
Context
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
“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
“Whole School”• All students• All staff
members• All families• All school
settings
Data-based Decision Making
DATA used to…..
1. Specify/define need
2. Select right evidence-based solution
3. Monitor implementation fidelity
4. Monitor progress
5. Improve implementation
RULE: Start w/ socially
important questions.
“Data Driven”
Prevention Logic for AllRedesign of teaching environments…not students
Decrease developmen
t of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Add triggers &
maintainers of prosocial
behavior
Teach, monitor, &
acknowledge prosocial behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
“Prevention-based”
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
“Important Outcomes”
CommonVision/Values
Common Language &
Behaviors
Common Experience
Effective Organizations
QualityLeadership
“Early Triangle”
Walker, Knitzer, Reid, et al., CDC
(Walker et al., 1995, p. 201)
“Layered Continuum”
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of
Support for ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Music
Universal
Targeted
IntensiveContinuum of
Support:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Align behavioral supports
Self-assess
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
RtI: “Responsiveness-to-Intervention”
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable proceduresTargeted 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
~1996
MTSSIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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.
Academic-Behavior Connection“Evidence-based”
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.
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
04-05 05-06 06-07 07-08 08-09 09-10 10-110
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
Mean Major Median Major, Elem
Elementary SchoolsMean & Median Major ODR/100 students/day
2004 to 2011
N = 641 959 1316 1737 2137 2564 2979
22% reduction
04-05 05-06 06-07 07-08 08-09 09-10 10-110
0.2
0.4
0.6
0.8
1
1.2
Middle Mean Middle Median
N = 256 334 423 536 672 808 889
Middle SchoolsMean & Median ODR/100 students/day
2010-11
44% reduction
04-05 05-06 06-07 07-08 08-09 09-10 10-110
0.2
0.4
0.6
0.8
1
1.2
High Sch Mean High Sch Median
High SchoolsMean &Median ODR/100 students/day
2010-11
N = 76 104 155 198 250 330 390
23% reduction
PreK-K Elementary Middle High PreK-8 PreK-12 Others0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12.4 - Mean Percentage Students (2010-11 Reg Ed) (Majors Only)Students 0 or 1 Students 2 to 5 Students 6+
N = 2979 889 390 254
2%
7%
91%
5%
12%
83%
7%
15%
78%
4%
10%
86%
Most are responsive…but
some need a bit more.
PreK-K Elementary Middle High PreK-8 PreK-12 Others0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 12.5 - Mean Percentage ODRs (2010-11 Reg Ed) (Majors Only)
Students 0 or 1 Students 2 to 5 Students 6+
N = 2979 889 390 254
% of Students 9% 17% 22% 14%
33%
41%
25%
42%
39%
19%
44%
38%
17%
40%
39%
21%
75% 81% 83% 79%
And we know who they are!
~80% of Students
~5%
ESTABLISHING LAYERED CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
~15%
EXAMPLE
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
SupportingDecisionMaking
Vincent, Randall, Cartledge, Tobin, &
Swain-Bradway 2011
CULTURALRELEVANCE
CULTURALVALIDITY
CULTURALKNOWLEDGE
CULTURALEQUITY
Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).
Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.
Sugai, O’Keeffe, & Fallon, 2012, in press
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective, efficient,
relevant, & doable
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
“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
MTSSUniversal Screening, Continuous Progress Monitoring, Continuum of
Evidence-based Support, Implementation Fidelity, Team-Based Implementation, Data-based Decision Making, Outcome Oriented
BehaviorSWPBS/PBIS
School-wide Discipline & Climate,
Classroom Management,
Function-based Support,
AcademicsInstruction & Curriculum
Literacy, Numeracy, Social Studies,
Physical Sciences, History, Physical
Education, Art, etc.
Other
Family Engagement, Community
Participation, School Mental Health
CommonVision/Values
Common Language &
Behaviors
Common Experience
Effective Organizations
QualityLeadership
Northeast PBIS ForumCromwell, CT tba May 2013
Association for PBSSan Diego, CA 27-29 Mar 2013
Pac NW PBISEugene, OR 27-29 Feb 2013
New England PBISNorwood, MA 2 Nov 2012
PBIS LeadershipChicago, IL 18-19 Oct 2012
Upcoming Events