Multi-Tiered Support Systems: Features & Considerations International School Psychology Association Conference July 10, 2012 Montreal, Quebec George Sugai.

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

EMS

PRACTICES

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 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

~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 CoachingBehavioral Expertise

Evaluation

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

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