Positive “Behavior Disorders” & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22 2011 www.pbis.org www.scalingup.org www.cber.org.
Download ReportTranscript Positive “Behavior Disorders” & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22 2011 www.pbis.org www.scalingup.org www.cber.org.
Positive “Behavior Disorders” & Supports George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22 2011 www.pbis.org www.scalingup.org www.cber.org “Notes to Self” Celebrate 50th Anniversary Revisit shaping of BD Revisit shaping of PBIS Relate to current BD/PBIS topics Show data & research “Abbreviated” SWPBS History 1980s RTC 2001 OR Beh Res Ctr 2002 PBISII 1988 PBS 2000 PBIS TA Guide 2004 PBS Impl Blue 1991 Proj PREPARE 1998 PBIS-I 2007 SISEP 2011+ PBDS 1997 EBS Demo 1997 IDEA-r 2008 PBISIII 2010 Eval & PD Blue Emphasis on punishment Poor implementation fidelity Nonconstructive Reactive 1980s SW Discipline Problem Limited effects 1994 Sugai, G., & Horner, R. ( ). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The OR conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon. Behavioral Challenges v. EBD Effective Behavioral Support Educational, Behavioral, & Organizational Capacity All as Foundation for Some Specialized Behavioral Expertise Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, 1996 J. R., Bricker, D., & Kaufman, M. J. ( ). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256. Schools important change agent Universal screening of all Coordinated 3-tiered prevention Integrated evidence-based practices ODR Data Integrated Coordinated Data-based Preventive “Early Triangle” (p. 201) Walker, Knitzer, Reid, et al., CDC Comprehensive Linked Evidencebased Positive • Surgeon General’s predictable Report on Youth school-wide Violence (2001) climate Multi-component, High rates • Coordinated Social multi-year schoolacademic & Emotional & Learning family-community social success effort (Greenberg et al., PREVENTION 2003) VIOLENCE SCIENCE • Center for Study & PREVENTION Prevention of LITERATURE Formal social Violence (2006) Positive adult skills instruction roleHouse models • White Conference on Positive active School Violence supervision & (2006) reinforcement “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) Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting 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) Prevention Logic for All Biglan, 1995; Mayer, 1995; Walker et al., 1996 Decrease development of new problem behaviors Prevent worsening & reduce intensity of existing problem behaviors Eliminate Teach, triggers & monitor, & maintainers of acknowledge problem prosocial behaviors behavior Redesign of teaching environments…not students SWPBS Theoretical Foundations Behaviorism ABA PBS SWPBS aka PBIS SWPBS Areas Classroom Non-classroom Student w/ BD Family SWPBS (aka PBIS/RtI) is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for All students Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~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 Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL Intensive Continuum of Support “Molcom” Anger man. Prob Sol. Targeted Ind. play Adult rel. Self-assess Attend. Universal Coop play Peer interac Label behavior…not Dec 7, 2007 people IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING RtI DATA-BASED DECISION MAKING & PROBLEM SOLVING Sugai, Horner, Fixsen, & Blase, 2010 CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~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 Responsiveness to Intervention Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Circa 1996 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 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 Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences ESTABLISHING CONTINUUM of SWPBS ~5% ~15% TERTIARY TERTIARY PREVENTION PREVENTION •• Function-based support •• Wraparound •• Person-centered planning •• •• SECONDARY SECONDARY PREVENTION PREVENTION •• Check in/out •• Targeted social skills instruction •• Peer-based supports •• Social skills club •• ~80% of Students PRIMARY PRIMARY PREVENTION PREVENTION •• Teach SW expectations •• Proactive SW discipline •• Positive reinforcement •• Effective instruction •• Parent engagement •• Trek E.S. Intensive Bianchi M.S. Targeted Jamis E.S. Continuum of Support for ALL “District: Literacy” Masi H.S. Serrota E.S. Look M.S. Look M.S. Universal Davidson M.S. Specials Align supports Dec 7, 2007 Science Student Behavior Teacher Practice Continua of Responsiveness & Support CONTEXT or SETTING School Reform District Operations PRACTICE “Making a turn” Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009 Not Effective Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation Funding Visibility Political Support Policy SWPBS Implementation LEADERSHIP TEAM Blueprint (Coordination) www.pbis.org Training Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise Where are you in implementation process? Adapted from Fixsen & Blase, 2005 EXPLORATION & ADOPTION INSTALLATION • We think we know what we need, so we ordered 3 month free trial (evidence-based) • 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) Sugai, Horner, & Algozzine, 2011 Bullying Program Component Review Purpose Identify programming components of established methods Identify skills of key groups Determine adherence to RTI prevention & intervention logic Maggin, O’Keeffe, & Sugai, in prep Preliminary Conclusions Develop 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. Doesn’t Work • • • • • • Label student Exclude student Blame family Punish student Assign restitution Ask for apology Works • Teach targeted social skills • Reward social skills • Teach all • Individualize for nonresponsive behavior • Invest in positive school-wide culture What is “bullying?” Remember “Label behavior, not people…’ So, say, “bully behavior” Behavior Verbal/physical aggression, intimidation, harassment, teasing, manipulation Why do bully behavior? Get/obtain Escape/avoid E.g., stuff, things, attention, status, money, activity, attention, etc. E.g., same…but less likely Why is “why” important? PREVENTION Teach effective, efficient, relevant alt. SS Remove triggers of BB Add triggers for alt. SS Remove conseq. that maintain BB De-emphasis on adding consequence for problem behavior Add conseq. that maintain SS Target Initiator Continuum of Behavior Fluency Context or Setting Bystander Staff www.pbis.org “Stop, Walk, Talk” Early Conclusion… • Nothing is inherently biased or culturally irrelevant about practices & systems PBIS implementation. • However, we definitely can improve kid outcomes by making those practices & systems more reflective of norms, expectations, & learning histories of kids, family & community members, & school staff. Behavioral Perspective on Culture “No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a given individual in their historical & situational context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995 “A culture evolves when practices… contribute to the success of the practicing group in solving its problems” Skinner, 1981 CULTURE is extent to which 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. Only 2 JA, 1 AA @ LGHS, Stones BF: Dale, Jim, Lansing, “Molly,” Roger UCSB, hippies, BoA No Japanese, fork v. hashi, soy sauce v. shoyu Mom interned, Dad moved to UT Nature director in ESC PBIS, SpEd & Kids w/ BD Buddhism v. “Elks” little league baseball 1951 Santa Cruz, CA. Parents born Watsonville SugaiFernandez “George Sugai?” Learning History CA Sansei JA Sansei CA, WA, CO, KY, NH, OR, CT Bi-racial: Fernandez “Damn behaviorist” Shaped into “damn behaviorist!” Hapa: SugaiFernandez Culturally & contextually relevance is used to describe & consider unique variables, characteristics, & learning histories of students, educators, & family & community members involved in the implementation of SWPBS. A major assumption is that effective instructional practices & behavior & classroom management strategies exist (Horner, Sugai, & Anderson, 2010), & consideration must be given to culture & context Behavior Support Elements *Response class *Routine analysis *Hypothesis statement Problem Behavior Functional Assessment *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Intervention & Support Plan • Team-based *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation • Behavior competence O’Neill et al., 1990, 1996 Impact on Behavior & Lifestyle Summary Statement Setting Events Triggering Antecedents Desired Alternative Typical Consequence Problem Behavior Maintaining Consequences Acceptable Alternative O’Neill et al., 1990, 1996 COMPETING PATHWAYS BEHAVIOR SUPPORT PLANNING RCT & Group Design PBIS Studies 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 grouprandomized 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 schoolwide 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports on bullying and peer victimization: A randomized controlled effectiveness trial. Journal of Positive Behavioral Interventions. Academic-Behavior Connection 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. Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010