SWPBS: Past, Present, & Future
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Transcript of SWPBS: Past, Present, & Future
SWPBS: Past, Present, & Future
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
June 25 2011
www.pbis.org www.scalingup.org www.cber.org
PURPOSE
Examination of current SWPBS
practices, systems, &
outcomes in context of early
influences & future directions• Brief History• Foundations• Implementation
• Example
Celebrate successes & accomplishmentsDescribe lessons learned 14 years later
Review PBIS basics
Link implementation fidelity & student outcomes
Show link to positive psychology
Link evidence-base practices to implementation science
“Notes to Self”
Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
Brief PBIS History
1980s SW Discipline Problem
Reactive
Non-construct
ive
Emphasis on
punishment
Poor implementation fidelityLimited
effects
Special
Education &
BD
“Abbreviated” SWPBS History1980s RTC 1988 PBS 1991 Proj
PREPARE
1997 EBS Demo
1997 IDEA-r
1998 PBIS-I
2000 PBIS TA Guide
2001 OR Beh Res Ctr
2002 PBIS-II
2004 PBS Impl Blue
2007 SISEP
2008 PBIS-III
Jan 2010 SWPBS Eval
Blue
Mar 2010 SWPBS Impl
Blue
May 2010 SWPBS Train
Blue
2011 Implementation Sustainability &
Scaling
SWPBS FoundationsColvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
“Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
• Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
• Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some by establishing local behavioral expertise• Sugai & Horner (1994)
Integrate evidence-based practices in 3-tiered prevention logic• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
“Early Triangle”
(p. 201)Walker, Knitzer,
Reid, et al., CDC
Changing Adult Behavior
1.“Change is
slow, difficult, gradual
process for teachers
2.“Teachers need to receive regular
feedback on student learning
outcomes”
3.“Continued support & follow-up
are necessary after initial training”
Guskey, 1986, p. 59
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students(Zins & Ponti, 1990)
RESEARCH & THEORY to
* Responsiveness to intervention
* Positive behavioral interventions & supports
* Prevention
EVIDENCE-BASED PRACTICES to
* Causal relationship* Replication* Effect size
PROFESSIONAL DEVELOPMENT to* Acquisition & fluency
* Sustained generalized responding
* Accommodation, adaptation, & diversity
IMPLEMENTATION* Evaluation outcome data
* Implementation fidelity
* Continuous regeneration
* Sustainability & scaling
“BIG PICTURE”
12 Basics
Bicycling •Keep max. air pressure
Cooking •Keep knife sharp
Billiards •Keep cue level & follow through
Research •Describe mechanism of applied problems
PBIS •Multi-tiered prevention framework
Basics
1. Invest in prevention
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
2. Teach, supervise, reinforce
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. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
3. Emphasize
implementation
framework, not
curriculum
SWPBS (aka PBIS/RtI) is
for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
4. Integrate outcome, data, practices, & systems
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
5. Invest in multi-
tiered prevention logic
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
Intensive
Continuum of Support for ALL
“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
Intensive
Continuum 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
Implementation
Framework
6. Adopt doable implementation “blueprint” or approach
Implementation Levels
Student
Classroom
School
State
District
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
7. Embed “Response-
to-Intervention” logic
& principles
IMPLEMENTATION W/ FIDELITY CONTINUU
M OF EVIDENCE
-BASEDINTERVEN
TIONSCONTENT EXPERTIS
E & FLUENCY
TEAM-BASED
IMPLEMEN
TATION
CONTINUOUS
PROGRESS
MONITORING
UNIVERSAL
SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING RtI
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 proceduresTargeted 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
Etc.
Literacy & Writing
Numeracy &
SciencesSWPB
S
Specials
Social Sciences
Responsiveness to Intervention
Universal
Targeted
Intensive
Continuum of Support for ALL
“IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Align supports
Technology
Writing
Universal
Targeted
Intensive
Continuum of Support for ALL
“District: Literacy”
Dec 7, 2007
Bianchi M.S.
Specials
Serrota E.S.
Trek E.S.
Davidson M.S.
Science
Masi H.S.
Align supports
Look M.S.
Jamis E.S.
Look M.S.
CONTEXTor
SETTING
Teacher Practice
Student Behavior
School Reform
District Operations
Continua of Responsiveness
& Support
8. Integrate literacy &
behavior
implementation &
supports
Elementary School Suspension Rate
PBIS in Virginia
Elementary School
PBIS in Virginia
Improvements in behavior can be associated with improvements in
academic outcomes
NC Positive Behavior Support Initiative
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050
55
60
65
70
75
80
85
90
95
100
ReadingLinear (Reading)
ODRs
EO
G R
eadi
ng
rxy = -.44(n = 36)
Bob Algozzine
Schools w/ Low ODRs & High
Academic Outcomes
Office Discipline Referrals per 100 StudentsProp
ortio
n of
Stu
dent
s M
eetin
g St
ate
Aca
dem
ic
Stan
dard
PBIS in North Carolina
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
“Viewed as outcomes, achievement and
behavior are related; viewed as causes of
each other, achievement and behavior are
unrelated. In this context, teaching behavior
as relentlessly as we teach reading or other
academic content is the ultimate act of
prevention, promise, and power underlying
PBS and other preventive interventions in
America’s schools.”
Algozzine, Wang, & Violette (2011), p. 16.
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
9. Align professional development & support with implementation phase
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
EXPLORATION & ADOPTION
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
INSTALLATION• Let’s make sure we’re ready to
implement (capacity infrastructure)
INITIAL IMPLEMENTATION• Let’s give it a try & evaluate
(demonstration)
FULL IMPLEMENTATION• That worked, let’s do it for real
(investment)
SUSTAINABILITY & CONTINUOUS
REGENERATION
• Let’s make it our way of doing business (institutionalized use)
10. Implement evidence-based practice with fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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.
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
11. Work smarter by
doing a few effective
things very well
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Theora, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, Marcellus, Max, Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Marcellus, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma, Barney
Goal #2Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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
~80% of Students
~5%
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• • • • • •
~15%
12. Guide decisions with data
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Dat
a D
ecis
ion
Mak
ing
13. Consider Context
& Culture
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.
2011+ Basic Big Ideas1. • Invest in prevention
2. • Teach, supervise, reinforce
3. • Emphasize implementation framework
4. • Integrate outcomes, data, practices, & systems
5. • Invest in multi-tiered prevention logic
6. • Adopt doable implementation blueprint
7. • Embed response-to-intervention logic
8. • Integrate literacy & behavior implementation & supports
9. • Align professional development & support with implementation phase
10. • Implement evidence-based practice with fidelity
11. • Work smarter by doing a few effective things very well
12. • Guide decisions with data
Implementation Example:
Bullying Prevention
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
Preliminary ConclusionsDevelop method that outlines strategies for all key groups
Operationally define behaviors & “focus skills” for all key members
Emphasize identification & teaching skills for students engaging in bullying behavior
Emphasize data use to make programming decisions.
What is “bullying?”
Remember
“Label behavior, not people…’
So, say, “bully behavior”
BehaviorVerbal/physical aggression,
intimidation, harassment, teasing, manipulation
Why do bully behavior?
Get/obtainE.g., stuff, things, attention,
status, money, activity, attention, etc.
Escape/avoidE.g., same…but less likely
Why is “why” important?
Teach effective, efficient, relevant alt. SS
Remove triggers of
BB
Add triggers
for alt. SS
Remove conseq.
that maintain
BB
Add conseq.
that maintain
SS
PREVENTION
De-emphasis on adding consequence for problem behavior
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
Four basic strategies….if
you do nuthin’ else….
• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology
• Teach targeted social skills
• Reward social skills• Teach all• Individualize for non-
responsive behavior• Invest in positive
school-wide culture
Doesn’t Work Works
• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”
1. Teach
common
strategy to all
www.pbis.org
•Analyze problem setting•Reteach•Anticipate, remind, & practice•Replace triggers & maintainers•Reinforce desired
2. Precorrect Before,
During, After
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Activel
y Supervi
se
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
•Specific•Informative•Frequent•Effective•Contextually relevant•Sincere
4. Reinfor
ce Taught Skills
2011+ Basic Big Ideas1. • Invest in prevention
2. • Teach, supervise, reinforce
3. • Emphasize implementation framework
4. • Integrate outcomes, data, practices, & systems
5. • Invest in multi-tiered prevention logic
6. • Adopt doable implementation blueprint
7. • Embed response-to-intervention logic
8. • Integrate literacy & behavior implementation & supports
9. • Align professional development & support with implementation phase
10. • Implement evidence-based practice with fidelity
11. • Work smarter by doing a few effective things very well
12. • Guide decisions with data