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Extending an RTI Approach to School-wide Behavior Support Rob Horner University of Oregon www.pbis.org
Goals <ul><li>Provide a context for linking school-wide behavior support and academic support within an RTI framework </li...
RTI: Good “IDEiA” Policy <ul><li>Approach for redesigning & establishing teaching & learning environments that are  effect...
Academic Support/ Good Teaching Social Behavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Cap...
Main Themes from RTI <ul><li>Invest in Prevention First </li></ul><ul><li>Active Instruction </li></ul><ul><li>Multi-tiere...
Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP
Tertiary Prevention : Specialized  Individualized Systems for Students with High-Risk Behavior Secondary Prevention : Spec...
Responsiveness to Intervention Academic +  Social Behavior
Thanks to Laura Riffel
Functions  within an RTI Approach <ul><li>Universal screening </li></ul><ul><li>Efficient curriculum </li></ul><ul><li>Una...
A logic for linking Behavior and Literacy Supports <ul><li>Improving the social behavior of students results in: </li></ul...
A logic for linking Behavior and Literacy Supports <ul><li>Children who fall behind academically will be more likely to: <...
Steps for Successful Readers  (Roland Good) Phonemic  Awareness (Spring, Kdg) Probability: On-Track  .64 (n=348) Probabili...
Implications <ul><li>Invest in prevention (high quality primary settings) </li></ul><ul><li>Progress monitoring </li></ul>...
Linking Academic and Behavior Supports <ul><li>Behavior and Academic supports are connected </li></ul><ul><ul><li>Kent McI...
Why Behavior and Reading Support? <ul><li>Both involve similar processes to achieve desired outcomes and both are necessar...
Major Discipline Referrals per 100 Students by Cohort n = 18 n = 8
Participating School Example:  Fourth Grade Reading MEAP Results  Began  MiBLSi Implementation
Percent of Students at DIBELS Benchmark level: Schoolwide n = 20 n = 29 n = 14 “ Control group”
Summary <ul><li>Literacy and behavior support behaviors are linked. </li></ul><ul><li>Good teaching is associated with imp...
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Extending an RtI Approach to Schoolwide Behavior Support

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Extending an RtI Approach to Schoolwide Behavior Support

  1. 1. Extending an RTI Approach to School-wide Behavior Support Rob Horner University of Oregon www.pbis.org
  2. 2. Goals <ul><li>Provide a context for linking school-wide behavior support and academic support within an RTI framework </li></ul><ul><li>Describe current research </li></ul><ul><li>Suggest practical directions </li></ul>
  3. 3. RTI: Good “IDEiA” Policy <ul><li>Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators </li></ul><ul><li>NOT a program, curriculum, strategy, intervention </li></ul><ul><li>NOT limited to special education </li></ul><ul><li>NOT new </li></ul>
  4. 4. Academic Support/ Good Teaching Social Behavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
  5. 5. Main Themes from RTI <ul><li>Invest in Prevention First </li></ul><ul><li>Active Instruction </li></ul><ul><li>Multi-tiered Support </li></ul><ul><li>Use of data for decision-making </li></ul><ul><li>___________________________ </li></ul><ul><li>SWPBS Addition </li></ul><ul><ul><li>Social culture of school is core feature for successful academic outcomes. </li></ul></ul>
  6. 6. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP
  7. 7. Tertiary Prevention : Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention : Specialized Group Systems 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
  8. 8. Responsiveness to Intervention Academic + Social Behavior
  9. 9. Thanks to Laura Riffel
  10. 10. Functions within an RTI Approach <ul><li>Universal screening </li></ul><ul><li>Efficient curriculum </li></ul><ul><li>Unambiguous instruction </li></ul><ul><li>Adequate intensity/ Whole school </li></ul><ul><li>Reward appropriate behavior </li></ul><ul><li>Correct errors early and consistently </li></ul><ul><li>Universal level data use </li></ul><ul><li>Multi-tiered early intervention options </li></ul><ul><ul><li>Targeted intervention (CICO) </li></ul></ul><ul><ul><li>Targeted data system </li></ul></ul><ul><li>Individualized assessment </li></ul><ul><ul><li>Multiple levels </li></ul></ul><ul><li>Use of assessment for intervention design </li></ul><ul><li>Implementation system </li></ul><ul><ul><li>Case Management </li></ul></ul><ul><li>Intensive, individual data system. </li></ul>
  11. 11. A logic for linking Behavior and Literacy Supports <ul><li>Improving the social behavior of students results in: </li></ul><ul><ul><li>More minutes spent in academic instruction </li></ul></ul><ul><ul><li>Better acquisition during engaged minutes </li></ul></ul><ul><li>High quality instruction engages students, and leads to reduction in problem behavior. </li></ul>
  12. 12. A logic for linking Behavior and Literacy Supports <ul><li>Children who fall behind academically will be more likely to: </li></ul><ul><ul><li>A) Find academic work aversive </li></ul></ul><ul><ul><li>B) Find escape-maintained problem behaviors reinforcing. </li></ul></ul>
  13. 13. Steps for Successful Readers (Roland Good) Phonemic Awareness (Spring, Kdg) 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) 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! Fluency with Connected Text (Spring, 1 st) Alphabetic Principle (Winter, 1 st ) Fluency with Connected Text (Spring, 2 nd) Fluency with Connected Text (Spring, 3 rd)
  14. 14. Implications <ul><li>Invest in prevention (high quality primary settings) </li></ul><ul><li>Progress monitoring </li></ul><ul><li>Early Intervention </li></ul><ul><li>Data-based decision-making </li></ul><ul><li>Functional behavioral assessment </li></ul><ul><li>Inclusion of academic interventions as PART of behavior support plans for escape-maintained problem behavior. </li></ul>
  15. 15. Linking Academic and Behavior Supports <ul><li>Behavior and Academic supports are connected </li></ul><ul><ul><li>Kent McIntosh </li></ul></ul><ul><ul><li>Amanda Sanford </li></ul></ul><ul><ul><li>Jorge Preciado </li></ul></ul><ul><ul><li>Moira McKenna </li></ul></ul>
  16. 16. Why Behavior and Reading Support? <ul><li>Both involve similar processes to achieve desired outcomes and both are necessary for academic success </li></ul><ul><li>As disruptive student behavior decreases, teaching time increases, allowing all children to learn more. </li></ul><ul><li>As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction. </li></ul>
  17. 17. Major Discipline Referrals per 100 Students by Cohort n = 18 n = 8
  18. 18. Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation
  19. 19. Percent of Students at DIBELS Benchmark level: Schoolwide n = 20 n = 29 n = 14 “ Control group”
  20. 20. Summary <ul><li>Literacy and behavior support behaviors are linked. </li></ul><ul><li>Good teaching is associated with improved social behavior </li></ul><ul><li>Good behavior support is associated with improved minutes in academic engagement, and improved academic outcomes. </li></ul><ul><li>Schools are able to implement both academic and social interventions. </li></ul>

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