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SWPBS Overview: Establishing Continuum of Support for All George Sugai Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research University of Connecticut www.PBIS.org www.cber.org [email protected] Purpose Provide overview of SWPBS w/ focus on….. – Rationale – Guiding principles – Implementation features – Outcome data – Q&A 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting studentteacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterrents Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs SWPBS is about…. Improving classroom & school climate Integrating academic & behavior initiatives Improving support for students w/ EBD Decreasing reactive management Maximizing academic achievement 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” SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990) Implementation Levels Student Classroom School District State CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive RtI: Defining Features IMPLEMENTATION W/ FIDELITY DATA-BASED CONTINUUM OF DECISION MAKING EVIDENCE& PROBLEM BASED SOLVING INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE CONTINUUM of SWPBS Tertiary Prevention • Function-based support • Audit • ~5%• 1. Identify existing efforts • by tier ~15% 2.Prevention Specify outcome for each effort Secondary • Check in/out 3. Evaluate implementation accuracy • • & outcome effectiveness • • 4. Eliminate/integrate based on Primary Prevention outcomes • SWPBS • 5. Establish • • • ~80% of Students decision rules (RtI) Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior OUTCOMES DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review PRACTICES OUTCOMES OUTCOMES • Data-based • Relevant/valued • Measurable PRACTICES OUTCOMES PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable PRACTICES SYSTEMS OUTCOMES • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives PRACTICES School-wide Positive Behavior Support Systems Classroom Setting Systems School-wide Systems School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adultstudent interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations Team-led Process Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Expectations & behavioral skills are taught & recognized in natural context Acknowledge & Recognize PBS Systems Implementation Logic Funding Visibility Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations Leadership Team Active Coordination FUNCTIONS • Implementation support • Data-based action plan • Coordination • Capacity building • Policy & funding • Communications • Training capacity • Exemplars • Evaluation MEMBERS • Coordinator • Representation • Behavioral capacity • Agency • Parent/family • Leadership • Etc Training Training • Continuous • Embedded • Team-coordinated • Data-based • Local expertise • Action plan linked • Etc…. Coaching Coaching • Continuous • Local support • Data-based • Preventive • Positive • Competent • Etc…. Evaluation Evaluation • Continuous • Question-based • Academic & social • Efficient • Team-coordinated • Public • Etc…. Funding Visibility • General fund • 3 years of support • Integrated • Data-based • Etc…. • Demos & research • Multiple formats • Multiple audiences • Acknow. others • Etc…. Political Support • Continuous • Top 3 priorities • Quarterly/annually • Policy • Participation • Etc…. Local School Teams/Demonstrations • Fidelity implementation • >80% of staff • >80% of students • Administrator leadership • Team-based • Data driven • Contextually relevant • Teaching focused • Integrated initiatives • Etc….. Need, Agreements, Adoption, & Outcomes Local Demonstration w/ Fidelity 1. IMPLEMENTATION 2. PHASES 4. Systems Adoption, Scaling, & Continuous Regeneration 3. Sustained Capacity, Elaboration, & Replication SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Valued Outcomes Priority Efficacy Fidelity Practice Implementation Effective Practices