Transcript Document

School-Wide Positive
Behavior Support: Defining
Features & Outcomes
George Sugai
Center on Positive Behavioral Interventions & Supports
University of Connecticut
July 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?
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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)
Adopt Systems Perspective
• 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
What is
SWPBS:
4 PBS?
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Implementation
Levels
Student
Classroom
School
District
State
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Organizational Features
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Behavioral
Capacity
Priority &
Status
Data-based
Decision
Making
Representation
Team
Administrator
Communications
LEADERSHIP TEAM
Establish
measurable
outcome
Enhanced PBS
Implementation
Logic
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
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!
[email protected]
www.pbis.org
www.swis.org