Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep.
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Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 15 2011 www.pbis.org www.scalingup.org www.cber.org “Notes to Self” Celebrate successes & accomplishments Support development of PBL Network Review PBIS basic & advanced content Link implementation fidelity & student outcomes Extend evidence-base Enable durable & effective implementation “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) Implementation fidelity Multi-tiered systems Emphasize PBIS framework Teach behavior Prevention for All Research-based practices Working smarter Use data Consider culture & context Emphasis on punishment Poor implementation fidelity Nonconstructive Reactive 1980s SW Discipline Problem Limited effects 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 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) Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Compute r Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. 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. 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 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING RtI DATA-BASED DECISION MAKING & PROBLEM SOLVING 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 Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL Math Intensive Science Continuum of Support for ALL “Theora” Targeted Spanish Reading Soc skills Universal Soc Studies Basketball Label behavior…not people Dec 7, 2007 Intensive Continuum of Support for ALL: “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 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. 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) SWPBS Conceptual Foundations Behaviorism ABA Laws of Behavior Applied Behavioral Technology PBS Social Validity SWPBS All Students 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 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), 462473. 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. 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. Sample Teaming Matrix 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 DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model All students Eric, Ellen, Marlee, Otis, Emma, Barney Decrease office referrals, increase attendance, enhance academic engagement, improve Goal #3 Goal #2 Goal #3 SWPBS Practices Classroom Non-classroom • Smallest # • Evidence-based Family • Biggest, durable effect Student & Family SCHOOL-WIDE CLASSROOM 1.1. Leadership team 1.All school-wide 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 EVIDENCEBASED INTERVENTION PRACTICES 6.Continuum of procedures for discouraging rule violations INDIVIDUAL STUDENT 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 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidencebased instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. 7.Procedures for on-going data-based monitoring & evaluation 1.Behavioral competence at school & district levels 2.Maximum structure & predictability in routines & environment NONCLASSROOM 1.Positive expectations & routines taught & encouraged FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, 2.Active supervision by all staff (Scan, communications, & acknowledgements move, interact) 3.Formal & active participation & involvement as 3.Precorrections & reminders equal partner 4.Positive reinforcement 4.Access to system of integrated school & community resources 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 •• Data Decision Making 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 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. Positive Behavioral Interventions & Supports (PBL): Lessons Learned - Part II George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 15 2011 www.pbis.org www.scalingup.org www.cber.org Delroy “PBL in Classroom” Tullamore “Tully One” Condobolin “SMART” Bathurst West “2011 Coaches Award” Willyama “Champion Certificate Wellington “Buzzie” Buninyong “Parent Letter” Coonamblie “PBL Token Codes” Dubbo “Casual Teacher Portfolio” Dubbo South “PBL Lessons” Dubbo West “2011 Team Action Plan” Forbes “Kid Pictures” Gilgandra “Data PositiveNegative” Glenroi “Triangle Data” Kelso “Supporting T2 with SW” Middletown “Playground Observations” Mudgee “Teacher v. Executive PB” Narromine “PBL Lessons” Parkes “Yindyamarra, Bilingarra, Yawandyilinya” Narromine “Flowcharts” Orana “PBL Action Plan” Orange “SW Behavior Contracts” Orange East “Good News Postcard” PBL in Western NSW Locally contextualized Student representation Datasupported Systems oriented Evidencebased Essential elements Creative & professional Implementation fidelity Multi-tiered systems Emphasize PBIS framework Teach behavior Prevention for All Research-based practices Working smarter Use data Consider culture & context Upcoming Events PBIS Leadership Association for PBS NE PBIS Leadership • Chicago, IL • 27-28 Oct 2011 • Atlanta, GA • 15-26 Mar 2012 • Cromwell, CT • 17-18 May 2012 www.pbis.org/network Keys to Success 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) Systems Implementation Logic Keys to Success Effective • Achieve desired outcome? Efficient • Doable by implementer? Relevant • Contextual & cultural? Durable • Lasting? Scalable • Transportable? Logical • Conceptually Sound? Classroom Implementation Behavior Continuum Academic Continuum PBL Integrated Continuum Mar 10 2010 Leadership Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Increased Adult Monitoring Increased Practice Increased Opportunities for Positive Reinforcement Continuous Progress Monitoring Precorrections Team & Data Driven Behavior Expertise Targeted Practices Tier II & Systems School-wide Integration Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup High School & Successful Organizations 1. Do I know what is expected of me at work? 2. Do I have materials & equipment to do my work right? 3. At work, do I have opportunity to do what I do best every day? 4. In last 7 days, have I received recognition or praise for doing good work? 5. Does my supervisor, or someone at work, seem to care about me as person? 6. Is there someone at work who encourages my development? 7. At work, do my opinions seem to count? 8. Does mission/purpose of company make me feel my job is important? 9. Are my co-workers committed to doing quality work? 10. Do I have best friend at work? 11. In last 6 months, has someone at worked talked to me about my progress? 12. This last year, have I had opportunities at work to learn & grow? 1 million workers, 80,000 managers, 400 companies Sustainability Considerations Continuous progress monitoring & feedback to staff Regular staff acknowledgements Leadership modeling & involvement Internal coaching capacity Outcome- & evidence-based practice integration District/regional support network Modify implementation for efficiency & fidelity Check In/Out Pt Card Name________________ Date ________ GOALS 9:30 10:30 11:30 1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 3. SOLVE PROBLEMS RESPONSIBLY 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met 8:30 Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N 12:30 1:30 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-emphasize adding consequence for problem behavior Add conseq. that maintain SS Target Initiator Continuum of Behavior Fluency Context or Setting Bystander Staff 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 1. Teach common strategy to all •“Stop-Walk-Talk” •“Talk-Walk-Squawk” •“Whatever & Walk” www.pbis.org “Stop, Walk, Talk” 2. Precorrect Before, During, After • Analyze problem setting • Reteach • Anticipate, remind, & practice • Replace triggers & maintainers • Reinforce desired 3. Actively Supervise •Move •Scan •Interact positively •Model expectations •Reward appropriate behavior •Remind & precorrect •Specific •Informative 4. Reinforce •Frequent Taught •Effective •Contextually relevant Skills •Sincere