Transcript George Sugai University of Connecticut Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research www.pbis.org www.cber.org.

George Sugai
University of Connecticut
Center on Positive Behavior Interventions & Supports
Center for Behavioral Education & Research
www.pbis.org
www.cber.org
Purpose
“What is MTSS?”
Improved &
sustained academic
& behavior
outcomes for all
students
Context
• NEED
Adoption of
evidence-based
practices
• RESPONSE
Variable
improvement in
student outcomes
• CHALLENGE
Improvement in
implementation
fidelity
• MTSS?
Fixsen & Blase, 2009
PRACTICE
“Making a
turn”
Effective
Not
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not Effective
“Multi-Tiered Systems of
Support”….
“Whole School”
• All students
• All staff
members
• All families
• All school
settings
“Data Driven”
Data-based
Decision Making
DATA used to…..
1. Specify/define need
2. Select right evidencebased solution
3. Monitor
implementation fidelity
4. Monitor progress
5. Improve
implementation
“Prevention-based”
Prevention Logic for All
Redesign of teaching environments…not students
Prevent
Decrease worsening &
Eliminate
reduce
developmen
triggers &
t of new
intensity of maintainers
problem
of problem
existing
problem
behaviors
behaviors
behaviors
Add triggers
Teach,
&
monitor, &
maintainers acknowledge
prosocial
of prosocial
behavior
behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
“Important
Outcomes”
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Common
Language &
Behaviors
Effective
Organizations
Common
Vision/Values
Common
Experience
Quality
Leadership
“Layered
Continuum”
“Early
Triangle”
Walker, Knitzer,
Reid, et al., CDC
(Walker et al.,
1995, p. 201)
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
Music
Soc skills
Universal
Soc Studies
Basketball
Dec 7, 2007
Label behavior…not
people
Intensive
Continuum of
Support:
“Molcom”
Anger man.
Prob Sol.
Targeted
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Coop play
Peer interac
Dec 7, 2007supports
Align behavioral
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
RtI: “Responsiveness-to-Intervention”
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
~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
Behavior
Continuum
Academic
Continuum
MTSS
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)
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
“Evidence-based”
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.
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
school-wide 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 (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.
Elementary Schools
Mean & Median Major ODR/100 students/day
2004 to 2011
Mean Major
Median Major, Elem
0.45
0.4
0.35
0.3
0.25
0.2
22%
reduction
0.15
0.1
0.05
N = 641
959
1316
1737
2137
2564
2979
05-06
06-07
07-08
08-09
09-10
10-11
0
04-05
Middle Schools
Mean & Median ODR/100 students/day
2010-11
Middle Mean
Middle Median
1.2
1
0.8
0.6
0.4
44%
reduction
0.2
N = 256
334
423
536
04-05
05-06
06-07
07-08
672
808
889
09-10
10-11
0
08-09
High Schools
Mean &Median ODR/100 students/day
2010-11
High Sch Mean
High Sch Median
1.2
1
0.8
0.6
23%
reduction
0.4
0.2
N=
76
104
155
05-06
06-07
198
250
07-08
08-09
330
390
09-10
10-11
0
04-05
12.4 - Mean Percentage Students (2010-11 Reg Ed) (Majors Only)
Students 0 or 1
Students 2 to 5
2%
5%
7%
4%
7%
12%
15%
10%
91%
83%
78%
86%
100%
90%
Students 6+
80%
70%
60%
50%
40%
30%
20%
10%
0%
PreK-K
N=
Elementary
2979
Middle
High
PreK-8
889
390
254
PreK-12
Others
12.5 - Mean Percentage ODRs (2010-11 Reg Ed) (Majors Only)
Students 0 or 1
Students 2 to 5
Students 6+
100%
33%
42%
75%
81%
41%
39%
38%
39%
25%
19%
17%
21%
90%
44%
40%
80%
70%
83%
79%
60%
50%
40%
30%
20%
10%
0%
PreK-K
N=
Elementary
2979
% of Students 9%
Middle
High
PreK-8
889
390
254
17%
22%
14%
PreK-12
Others
ESTABLISHING LAYERED CONTINUUM of SWPBS
EXAMPLE
~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
•
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway
2011
Supporting
Staff Behavior
Supporting Social
CULTURAL
Competence &
EQUITY
Academic Achievement
OUTCOMES
CULTURAL
KNOWLEDGE
CULTURAL
VALIDITY
PRACTICES
Supporting
Student Behavior
CULTURAL
RELEVANCE
Supporting
Decision
Making
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.
Sugai, O’Keeffe, & Fallon, 2012, in press
Cultural/Context
Considerations
Start w/
effective,
efficient,
relevant, &
doable
Basic
“Logic”
PRACTICES
Implementation
Fidelity
Prepare &
support
implementation
Training
+
Coaching
+
Evaluation
Improve “Fit”
Maximum
Student
Outcomes
“Multi-Tiered Systems of
Support”….
MTSS
Universal Screening, Continuous Progress Monitoring, Continuum of
Evidence-based Support, Implementation Fidelity, Team-Based
Implementation, Data-based Decision Making, Outcome Oriented
Behavior
Academics
SWPBS/PBIS
Instruction &
Curriculum
School-wide
Discipline & Climate,
Classroom
Management,
Function-based
Support,
Literacy, Numeracy,
Social Studies,
Physical Sciences,
History, Physical
Education, Art, etc.
Other
Family Engagement,
Community
Participation, School
Mental Health
Common
Language &
Behaviors
Effective
Organizations
Common
Vision/Values
Common
Experience
Quality
Leadership
Upcoming Events
PBIS Leadership
Chicago, IL
18-19 Oct 2012
New England PBIS
Norwood, MA
2 Nov 2012
Pac NW PBIS
Eugene, OR
27-29 Feb 2013
Association for PBS
San Diego, CA
27-29 Mar 2013
Northeast PBIS Forum
Cromwell, CT
tba May 2013