Transcript SWPBS 10 Year Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 5, 2008 www.pbis.org www.cber.org [email protected].

SWPBS
10 Year Perspective
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
December 5, 2008
www.pbis.org
www.cber.org
[email protected]
• SWPBS Development
• Defining Features
• Applications & Examples
World Events in 1997
• Deep Blue defeats Garry Kasparov in chess rematch
• Hong Kong reverts to China after 156 years as British Colony
• Space station 'Mir' experiences life threatening malfunctions &
accidents
• 1st Harry Potter book published
• Clinton US president of US & Chretien Canadian prime minister
• Seinfeld, Men in Black, Candle in the Wind (E. John)
• Millions commemorate 20th anniversary of Elvis' death
• Princess Diana killed in Paris car crash
• 3 high school students killed in Paducah KY
• Iowa woman gives birth to septuplets; all survive
• Adult sheep named Dolly successfully cloned in Scotland
• Center on PBIS awarded to university collaborative
Original logic: public health &
disease prevention (Larson, 1994)
• Tertiary (FEW)
– Reduce complications,
intensity, severity of
current cases
• Secondary
(SOME)
– Reduce current cases
of problem behavior
• Primary (ALL)
– Reduce new cases of
problem behavior
Continuum of Effective Behavior
Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Specialized Individual
Interventions
(Individual Student
System)
Tertiary Prevention
Secondary Prevention
Specialized Group
Interventions
(At-Risk System)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80 -90%)
Primary Prevention
All Students in School
Universal Interventions
(School-Wide System
Classroom System)
Circa 1996
Designing School-Wide Systems
for Student Success
Academic Supports
Behavior Supports
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
Circa 1997
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
Responsiveness to
Intervention
Academic
+
Social Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
FEW
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
ALL
~80% of Students
IMPLEMENTATION
W/ INTEGRITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& TEAM PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
2008
SWPBS (PBIS) is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
BIG IDEA
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable, &
scalable
(Zins & Ponti, 1990)
SWPBS Conceptual Foundations
Behaviorism
ABA
Laws of Behavior
Applied Behavioral Technology
PBS
Social Validity
SWPBS
All Students
Positive Behavior Support
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Circa 1996
Supporting
Student Behavior
Basics:
4 PBS
Elements
2.
Supporting Social Competence &
Academic Achievement
OUTCOMES
1.
Supporting
Decision
Making
4.
Supporting
Staff Behavior
PRACTICES
3.
Supporting
Student Behavior
SWPBS
Practices
Classroom
Family
Non-classroom
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
School-wide
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
Redesign Learning &
Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Employee Entrance at Tulsa
Downtown Doubletree
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.
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.
Respect
Property
Getting “Paw’d”
with “Paws-itives”
Janney Jaguers Jan 06
FRMS Total Office Discipline Referrals
Pre
3000
Total ODRs
2500
2000
1500
Post
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Franzen, K., & Kamps, D. (2008).
Classroom
• 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
Allday &
Pakurar (2007)
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Individual Student
• 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
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
Baseline
100
90
80
70
60
ContraIndicated
Indicated
ContraIndicated
Indicated
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions*
*Data points with arrows indicate no medication
% Intervals w/ P.B. for Carter
100
Baseline
Indicated
90
ContraIndicated
Contrandicated
Indicated
Indicated
Modified
% Intervals w/ P.B.
80
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
Sessions
17
19
21
23
25
27
Family
• Continuum of positive behavior support
for all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation &
involvement as equal partner
• Access to system of integrated school &
community resources
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Specialized interventions
~5%•
1. Identify existing practices
•
2. Specify outcome for each effort
~15%
•
•
•
•
•
•
by tier
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
Teach & encourage positive
outcomes
SW expectations
Proactive SW discipline
5. Establish decision rules (RtI)
Effective instruction
Parent engagement
•
•
•
•
~80% of Students
BIG IDEA
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable, &
scalable
(Zins & Ponti, 1990)