Positive Behavioral Interventions & Supports for All Students
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Transcript of Positive Behavioral Interventions & Supports for All Students
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Positive Behavioral Interventions
& Supports for All Students
Nijmegen, Netherlands
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & SupportsCenter on Behavioral Education & Research
17 September 2013www.pbis.org www.cber.org
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PURPOSE
Describe features & examples of
positive behavioral interventions &
supports
• Rationale• PBIS Features• PBIS Data• Example
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Why PBIS?
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PBIS is about….Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
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Preventing Violent Behavior
Positive predictable school-wide
climate High rates academic &
social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community
effort
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
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HOW?
Establish positive school
climateMaximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Communicating positively
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
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Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
What contributes to a negative school climate?
What does positive school climate look like?
How could you contribute to positive school climate?
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Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
What can you
do?
Join PBIS team
Do behaviors that contribute
to positive school climate
Catch others contributing to
a positive school climate
Discuss climate with teachers &
administrators
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Behavior Analytic
ApproachBiology is important
Behavior is learned
Behavior & environment are functional
relatedBehavior is
lawful, therefore
understandable & can be
influenced
Adjust environment to
influence & teach behavior
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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., 1996INCIDENCE
PREVALENCE
Prevention Objectives Prevention Actions
Antecedents & ConsequencesBehavior
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Who are we?
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LEARNING HISTORY is• Collection of experiences• Shaped by place, people, & time• If important, predicts future behavior
CULTURE is• Group of individuals• Verbal & overt behavior• Shared learning history• Differentiates one group from
another• Predicts future behavior
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How you act.
How you react.
How you are
perceived.
What you are likely
to do.
Your learning history & culture shapes
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What could happen if you I don’t know your
or other learning history?
Misinterpret communication
or behaviorReact
inappropriately
Develop stereotypeSay/do
something hurtful
Offend family or culture
Other
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________________Your Name
1.
5.
4.
3.
2.
6.
7.
8.
9.
10.
1.
2.3.
4.
Individual Learning History & Context
1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you
experience.
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SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable Teachers
Culturally Valid Information for
Decisions
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What is PBIS?
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PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
PBIS
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Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT
ALL
SOME
FEW
All: Baker, 2005 JPBI; Eber, 2012
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Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Universal
Targeted
IntensiveContinuum of
Support“Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
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Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
Homework
Technology
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Universal
Targeted
IntensiveContinuum of Support for
ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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ESTABLISHING 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•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
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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
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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
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PBIS Implementation
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
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SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable Teachers
Culturally Valid Information for
Decisions
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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Agreements
Team
Make plan
Do itIs it working?
Process
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
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SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
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Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGEContinuously
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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.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
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. (2012). 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, 116(2), 149-156
RCT & Group Design PBIS StudiesMay 23 2013
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• Reduced major disciplinary infractions• Improvement in aggressive behavior,
concentration, prosocial behavior, & emotional
regulation• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior
& peer rejection• Improved school climate
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“Don’t Throw Stones!”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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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
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Common Vision/Values
Common Language
Common Experience
PBIS
GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are
possible & problem behaviors are preventedSWPBS
QualityLeadership
Effective Organizations