Post on 16-Jan-2016
School-Wide Positive Behavior Support: Defining
Features & Outcomes
George SugaiCenter on Positive Behavioral Interventions & Supports
University of ConnecticutJuly 28, 2005
www.pbis.org
www.swis.org
Purpose
Provide brief overview of SWPBS implementation
• Why?
• Features?
• Outcomes?
Why support SWPBS implementation?
• Increase effectiveness of academic programming
• Reduce incidence & prevalence of problem behavior
• Increase effectiveness & efficiency of existing behavioral interventions & supports
• Improve school, family, & community relations & functioning
Good Intentions:Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, & focused on teaching & learning
• Improve student character & citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free & appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc….
What do we worry about?
• Overuse of “Get Tough” disciplinary practices
• Disconnect between academic & behavior instruction
• Low/non-data based decision making
• Too many competing initiative
• Overuse of outside expertise
• Overuse of “train-n-hope” professional development
• Short-term implementation & investment
• Adoption of non-evidence-based practices
• Inaccurate/incomplete implementation of best-practices
• Inequitable access to supports
Main Message!
Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
• Lead w/ a team
• Emphasize prevention
• Adopt evidence-based practices
• Give high priority to 3-4 year commitment
• Decide w/ data
• Increase local capacity & expertise
• Implement with natural implementers
• Embed staff development w/in on-going routines
• Lead w/ a team
• Emphasize prevention
• Adopt evidence-based practices
• Give high priority to 3-4 year commitment
• Decide w/ data
• Increase local capacity & expertise
• Implement with natural implementers
• Embed staff development w/in on-going routines
Adopt Systems PerspectiveAdopt Systems Perspective
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
What is SWPBS: 4 PBS?
Implementation Levels
Student
Classroom
School
State
District
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Organizational Features
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
Representation
Team
LEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Enhanced PBS Implementation
Logic
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
Start here
Concluding “Big Ideas”
1. Link effective practices to host environment
2. Invest in intensifying continuum of behavior support
3. Teach & encourage expected behavior to reduce problem behavior
4. Link individual to school-wide behavior support
5. Use data to guide behavior support decisions
Have a great summer & school year!
George.sugai@uconn.edu
www.pbis.org www.swis.org