Transcript Responsiveness to Intervention & School-wide Positive Behavior Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22 2010 www.pbis.org www.cber.org www.swis.org.

Responsiveness to
Intervention & School-wide
Positive Behavior Support
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Sep 22 2010
www.pbis.org
www.cber.org
www.swis.org
My Worry
“Teaching” by Getting Tough
Runyon: “I hate this f____ing
school, & you’re a dumbf_____.”
Teacher: “That is disrespectful
language. I’m sending you to the
office so you’ll learn never to say
those words again….starting
now!”
Immediate & seductive
solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of
consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are
predictable….
When we experience aversive situation,
we want select interventions that produce
immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or
others
When behavior doesn’t
improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that
student…
• Is inherently “bad”
• Will learn more appropriate
behavior through increased use
of “aversives”
• Will be better tomorrow…….
But….false sense of
safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic
& social behavior programming
Science of behavior has
taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented
contingent aversive consequences
……..Do learn better ways of
behaving by being taught
directly & receiving positive
feedback
VIOLENCE PREVENTION
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• High rates of academic & social
success
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Formal social skills instruction
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• Multi-component, multi-year
school-family-community effort
9
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
12
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
13
Stolen w/ permission from MN Jan 28, 2010
Supporting
Social
Competence
&
Academic
Achievement
PRACTICES
Evidence-based,
preventive
DATA
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior &
Implementation Fidelity
14
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
15
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION 16
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
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
18
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
20
Intensive
Anger man.
Continuum of
Support for ALL
Prob Sol.
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
people
Dec 7, 2007
21
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student
23
“Is SWPBS evidencebased practice?”
Horner, R. H., Sugai, G., & Anderson,
C. M. (in press). Examining the
evidence base for school-wide
positive behavior support. Focus on
Exceptionality.
www.pbis.org
24
SCHOOL-WIDE
CLASSROOM
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
25
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
26
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
27
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.
Family
Teaching
Matrix
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
29
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Sustained
impact is real
success
Total ODRs
2500
2000
Post
1500
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
30
ODR Admin. Benefit
Springfield MS, MD
Increased
2001-2002
minutes for
administrators
2002-2003
be instructional
leaders
2277
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
31
ODR Instruc. Benefit
Springfield MS, MD
Increased
minutes for
2001-2002
academic
engagement
&
2002-2003
opportunities
to respond
2277
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
32
Proportion of Students Meeting State Academic
EOG Reading
Standard
Bob Algozzine
NC Positive Behavior Support Initiative
100
95
90
85
80
75
Schools w/ Low
ODRs & High
Academic
Outcomes
Reading
Линейная (Reading)
70
rxy = -.44
(n = 36)
65
60
55
50
0,00
0,10
0,20
0,30
0,40
0,50
ODRs
0,60
0,70
0,80
0,90
1,00
Office Discipline Referrals per 100 Students
PBIS in North Carolina
Elementary School Suspension Rate
PBIS in Virginia
34
Elementary School
Improvements in
behavior can be
associated with
improvements in
academic outcomes
PBIS in Virginia
35
Decreasing high risk
behavior by using
evidence-based
curriculum (RtI)
36
PBIS in Vermont
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
6+ ODR
2-5 ODR
0-1 ODR
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
37
Effective Social & Academic
School Culture
Effective
Practice
Common
Language
Kids
Benefit
Common
Experience
Common
Vision/Values