SWPBS: Past, Present, & Future George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 25 2011 www.pbis.org www.scalingup.org www.cber.org.
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SWPBS: Past, Present, & Future George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 25 2011 www.pbis.org www.scalingup.org www.cber.org “Notes to Self” Celebrate successes & accomplishments Describe lessons learned 14 years later Review PBIS basics Link implementation fidelity & student outcomes Show link to positive psychology Link evidence-base practices to implementation science Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.” Emphasis on punishment Poor implementation fidelity Nonconstructive Reactive 1980s SW Discipline Problem Limited effects “Abbreviated” SWPBS History 1980s RTC 2001 OR Beh Res Ctr 2002 PBIS-II 2011 Implementation Sustainability & Scaling 1988 PBS 2000 PBIS TA Guide 2004 PBS Impl Blue May 2010 SWPBS Train Blue 1991 Proj PREPARE 1998 PBIS-I 2007 SISEP Mar 2010 SWPBS Impl Blue 1997 EBS Demo 1997 IDEA-r 2008 PBIS-III Jan 2010 SWPBS Eval Blue SWPBS Foundations Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon. Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon. Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256. “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) “Early Triangle” (p. 201) Walker, Knitzer, Reid, et al., CDC Changing Adult Behavior 1. “Change is slow, difficult, gradual process for teachers Guskey, 1986, p. 59 2. “Teachers need to receive regular feedback on student learning outcomes” 3. “Continued support & follow-up are necessary after initial training” 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) “BIG PICTURE” RESEARCH & THEORY to * Responsiveness to intervention * Positive behavioral interventions & supports * Prevention EVIDENCE-BASED PRACTICES to * Causal relationship * Replication * Effect size PROFESSIONAL DEVELOPMENT to * Acquisition & fluency * Sustained generalized responding * Accommodation, adaptation, & diversity IMPLEMENTATION * Evaluation outcome data * Implementation fidelity * Continuous regeneration * Sustainability & scaling Basics Bicycling • Keep max. air pressure Cooking • Keep knife sharp Billiards • Keep cue level & follow through Research • Describe mechanism of applied problems PBIS • Multi-tiered prevention framework 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 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 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation 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 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 Implementation Levels Student Classroom School District State Dean Fixsen Karen Blase UNC Funding Visibility Political Support Policy SWPBS Implementation LEADERSHIP TEAM Blueprint (Coordination) www.pbis.org Training Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise 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 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 Literacy Intensive School Climate Continuum of Support for ALL “IFB School” Targeted Technology Numeracy Social Studies Writing Attendance Universal Specials Align supports Dec 7, 2007 Science 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 Elementary School Suspension Rate PBIS in Virginia Elementary School Improvements in behavior can be associated with improvements in academic outcomes PBIS in Virginia 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 Linear (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 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 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) Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. PRACTICE “Making a turn” Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009 Not Effective 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. 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 Student Family • Smallest # • Evidence-based • Biggest, durable effect 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. 2011+ Basic Big Ideas 1. • Invest in prevention 2. • Teach, supervise, reinforce 3. • Emphasize implementation framework 4. • Integrate outcomes, data, practices, & systems 5. • Invest in multi-tiered prevention logic 6. • Adopt doable implementation blueprint 7. • Embed response-to-intervention logic 8. • Integrate literacy & behavior implementation & supports 9. • Align professional development & support with implementation phase 10. • Implement evidence-based practice with fidelity 11. • Work smarter by doing a few effective things very well 12. • Guide decisions with data Bullying Program Component Review Purpose Identify programming components of established methods Identify skills of key groups Determine adherence to RTI prevention & intervention logic 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. 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 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 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 Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____: 1 1. Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______ •Specific •Informative 4. Reinforce •Frequent Taught •Effective •Contextually relevant Skills •Sincere 2011+ Basic Big Ideas 1. • Invest in prevention 2. • Teach, supervise, reinforce 3. • Emphasize implementation framework 4. • Integrate outcomes, data, practices, & systems 5. • Invest in multi-tiered prevention logic 6. • Adopt doable implementation blueprint 7. • Embed response-to-intervention logic 8. • Integrate literacy & behavior implementation & supports 9. • Align professional development & support with implementation phase 10. • Implement evidence-based practice with fidelity 11. • Work smarter by doing a few effective things very well 12. • Guide decisions with data