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.