Responsiveness-to-Intervention:What is It?
George SugaiOSEP Center on PBIS
Center for Behavioral Education and Research
University of ConnecticutOctober 11,02008
www.pbis.org www.cber.org
www.pbis.org
PURPOSEProvide brief overview of features of Responsiveness-to-Intervention for EVERYONE in school
Outcomes
RtI Rationale
RtI Definition
RtI: Good “IDEiA” PolicyApproach or framework for redesigning
& establishing teaching & learning environments that are effective,
efficient, relevant, & durable for all students, families & educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
Quotable Fixsen
“Policy is allocation of limited resources for unlimited needs
– Opportunity, not guarantee, for good action”
“Training does not predict action”
– “Manualized treatments have created overly rigid & rapid applications”
RtI Features
RtI
Response to Intervention
RtI History & Logic
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
Circa 1996
“Triangle” ?’s
• Why triangle?
• Why not pyramid or octagon?
• Why not 12 tiers? 2 tiers?
• What’s it got to do w/ education?
• Where’d those %’s come from?
Public Health & Disease PreventionKutash et al., 2006; Larson, 1994
• Tertiary (FEW)– Reduce complications,
intensity, severity of current cases
• Secondary (SOME)– Reduce current cases of
problem behavior
• Primary (ALL)– Reduce new cases of
problem behavior
Specialized Individual Interventions(Individual StudentSystem)
Continuum of Effective BehaviorSupport
Specialized GroupInterventions(At-Risk System)
Universal Interventions (School-Wide SystemClassroom System)
Studentswithout SeriousProblemBehaviors (80 -90%)
Students At-Risk for Problem Behavior(5-15%)
Students withChronic/IntenseProblem Behavior(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in SchoolCirca 1994
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
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
Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
Circa 1996
RtI Application Examples
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special
educator, reading specialist, Title I, school psychologist, etc.
General educator, special educator, behavior specialist, Title I, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement SSBD, record review, gating
PROGRESS MONITORING
Curriculum based measurementODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Questions to Ponder• What is “scientifically/evidence-based”
intervention/practice?
• How do we measure & ensure “fidelity of implementation?”
• How do we determine “non-responsiveness?”
• Can we affect “teacher practice?”
• Do we have motivation to increase efficiency of “systems” organization?
• ???
Possible RtI OutcomesGresham, 2005
Responder Non-Responder
High Risk
False +Adequate response
True +Inadequate response
No Risk
True –Adequate response
False –Inadequate response
Avoiding False +/-
Messages
RtI logic is good thing for all students, families, & schools
Still some work to refine technology, practices, & systems
Implications & complexities for practice, systems, & implementation