Extending an RTI Extending an RTI Approach to School-wide Approach to School-wide Behavior SupportBehavior Support
Rob HornerUniversity of Oregon
www.pbis.org
GoalsGoalsProvide a context for linking
school-wide behavior support and academic support within an RTI framework
Describe current research
Suggest practical directions
RTI: Good “IDEiA” PolicyRTI: Good “IDEiA” Policy
Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators
NOT a program, curriculum, strategy, intervention
NOT limited to special educationNOT new
Academic Support/ Good Teaching
Social Behavior Support
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Main Themes from RTIMain Themes from RTIInvest in Prevention FirstActive InstructionMulti-tiered SupportUse of data for decision-making___________________________SWPBS Addition
◦Social culture of school is core feature for successful academic outcomes.
Establishing a Social CultureEstablishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk BehaviorSecondary Prevention:
Specialized GroupSystems for Students with At-Risk Behavior
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
Responsiveness to Responsiveness to InterventionIntervention
AcademicAcademic+ + Social BehaviorSocial Behavior
Thanks to Laura Riffel
Functions within an RTI Functions within an RTI ApproachApproach
Universal screening
Efficient curriculum
Unambiguous instruction
Adequate intensity/ Whole school
Reward appropriate behavior
Correct errors early and consistently
Universal level data use
Multi-tiered early intervention options◦ Targeted intervention
(CICO)◦ Targeted data system
Individualized assessment◦ Multiple levels
Use of assessment for intervention design
Implementation system◦ Case Management
Intensive, individual data system.
A logic for linking Behavior and A logic for linking Behavior and Literacy SupportsLiteracy SupportsImproving the social behavior of
students results in:◦More minutes spent in academic
instruction◦Better acquisition during engaged
minutes
High quality instruction engages students, and leads to reduction in problem behavior.
A logic for linking Behavior and A logic for linking Behavior and Literacy SupportsLiteracy SupportsChildren who fall behind
academically will be more likely to:◦A) Find academic work aversive◦B) Find escape-maintained problem
behaviors reinforcing.
Steps for Successful Steps for Successful Readers Readers (Roland Good)(Roland Good)
Phonemic Awareness(Spring, Kdg)
Fluency with Connected Text(Spring, 1st)
Alphabetic Principle(Winter, 1st)
Probability: On-Track .64 (n=348)
Probability: On-Track .86 (n=138)
Probability: Catch-Up .17 (n=183)
Probability: Catch-Up .22 (n=180)
Probability of remaining an average reader in fourth grade when an average reader in first grade is .87
Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)
Fluency with Connected Text(Spring, 2nd)
Fluency with Connected Text(Spring, 3rd)
Probability: Catch-Up .03 (n=114)
Probability: Catch-Up .06 (n=213)
Probability: On-Track .83 (n=246)
Probability: On-Track .81 (n=196)
We need to have the odds with us!
Linking Academic and Behavior Linking Academic and Behavior SupportsSupportsBehavior and Academic supports
are connected◦Kent McIntosh◦Amanda Sanford◦Jorge Preciado◦Moira McKenna
Why Behavior and Reading Support?Why Behavior and Reading Support?Both involve similar processes to
achieve desired outcomes and both are necessary for academic success
As disruptive student behavior decreases, teaching time increases, allowing all children to learn more.
As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction.
Major Discipline Referrals per 100 Students by CohortMajor Discipline Referrals per 100 Students by Cohort
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Cohort 1 Cohort 2
Maj
or D
isci
plin
e Re
ferr
als
per
100
Stud
ents
04-05 05-06
n = 18
n = 8
0%10%20%30%40%50%60%70%80%90%
100%
2000 2001 2002 2003 2004 2005
Year
Perc
ent
of
stud
en
ts
School District
Participating School Example: Participating School Example: Fourth Grade Reading MEAP Results Fourth Grade Reading MEAP Results
Began MiBLSi Implementation
Percent of Students at DIBELS Benchmark level: Percent of Students at DIBELS Benchmark level: SchoolwideSchoolwide
0
10
20
30
40
50
60
70
80
90
100
Cohort 1 Cohort 2 Cohort 3
Perc
en
t
Spr '04 Spr '05 Spr '06
n = 20n = 29 n = 14
“Control group”
SummarySummaryLiteracy and behavior support
behaviors are linked.
Good teaching is associated with improved social behavior
Good behavior support is associated with improved minutes in academic engagement, and improved academic outcomes.
Schools are able to implement both academic and social interventions.