George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 25 June 2015 www.pbis.org.
Download ReportTranscript George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 25 June 2015 www.pbis.org.
George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 25 June 2015 www.pbis.org www.neswpbs.org www.cber.org EXAMPLES • School Climate • Social Skills Instruction • Culture GOAL: “Big Outcome” Common Language Effective Organizations Common Experience Common Vision/Values Quality Leadership Action Steps - Homework SWPBS Feature 1. What is 1 thing you learned about PBIS that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above? Action School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline Nov 1985 Kappan School Discipline Getting Tough Challenge: Academic & behavior success (failure) are linked! Teaching to Corner RtI-B SWPBS MTSS-B PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…) Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students PBIS is about…. Improving classroom & school climate Integrating Decreasing reactive academic & behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement PBIS emphasis Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making PRACTICES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Culturally Relevant Evidence-based Interventions IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING CORE FEATURES MTSS/PBIS DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION Positive predictable school-wide climate • Surgeon General’s Report on Youth Multi-component, Violence (2001) High rates multi-year school• Coordinated Social academic & family-community Emotionaleffort & Learning social success (Greenberg et al., VIOLENCE 2003) VIOLENCE PREVENTION • Center for Study & PREVENTION Prevention of Positive adult Violence (2006) role models Formal social • White House skills instruction Conference on Positive active School Violence supervision & (2006) reinforcement Biglan, Colvin, Hoagwood, Mayer, Patterson, Reid, Walker Establish positive school climate Communicating positively Maximizing academic success Supervising actively Teaching important social skills Modeling good behavior HOW? Recognizing good behavior Coercive Cycle KID SCHOOL (-) School Climate (-) School climate • Non-compliance & noncooperation • Disrespect • Teasing, harassment, & intimidation • Disengagement & withdrawal • Nonattendance, tardy, & truancy • Academic failure • Violent/aggressive behavior • Littering, graffiti, & vandalism • Substance use • • • • • • • • • Reactive management Exclusionary disciplinary practices Informal social skills instruction Poor implementation fidelity of effective practices Inefficient organization support Poor leadership preparation Non-data-based decision making Inefficient, ineffective instruction Negative adult role models Shifts accountability away from school Biglan, Dishion, Mayer, Patterson, Reid, Severson, Walker Devalues child-adult relationship Triggers & reinforces antisocial behavior Creates environments of control Why is negative school climate undesirable? Weakens academic & social behavior development Positive Reinforcement Cycle SCHOOL KID (+) School Climate (+) School Climate • Positive > negative contacts • Predictable, consistent, & equitable treatment • Challenging academic success • Adults modeling expected behavior • Recognition & acknowledgement • Opportunity to learn • Safe learning environment • Academic & social engagement • Compliance & cooperation • Respect & responsibility • Positive peer & adult interactions • Engagement & participation • Attendance & punctuality • Anger & conflict management • Safe & clean environment • Healthy food & substance use • Self-management behavior What’s It Take to Shift from Negative to Positive School Climate??? Negative Student Behavior Coercive Cycle Negative School Behavior Positive School Behavior Positive Reinforcement Cycle Positive Student Behavior School Climate Self-Assessment – 3 min. Decision SWPBS Feature Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily? Yes ? No 2. Do >80% of staff have more positive than negative social interactions with their students daily? Yes ? No 3. Do >80% of staff model positive expected social behavior daily? Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour? Yes ? No 5. Are we using data to monitor the above? Yes ? No 6. Is our team monitoring & coordinating implementation of above? Action IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING CORE FEATURES MTSS/MTBF 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 Targeted Writing Continuum of Support “Theora” Spanish Comprehension Soc skills Decoding Universal Technology Soc Studies Basketball Dec 7, 2007 Label behavior…not people Continuum of Support for ALL: “Molcom” Anger man. Intensive Prob Sol. Targeted Technology Ind. play Adult rel. Attend. Self-assess Universal Homework Coop play Dec 7, 2007 kids Label behavior…..not Peer interac Intensive Continuum of Support for ALL: “________” __________ __________ Targeted __________ _________ _________ ________ _______ ________ Universal ___________ _________ Dec 7, 2007 _________ Practice Feedback Engagement Precision TERTIARY PREVENTION • Multi-disciplinary team w/ behavior expertise • Function-based behavior support • Wraparound, culture-driven, person-centered supports & planning • School mental health • Continuous monitoring of progress & implementation fidelity • Increased precorrection, supervision, reinforcement SECONDARY PREVENTION • Team-led implementation w/ behavior expertise • Increased social skills instruction, practice • Increased supervision & precorrection • Increased opportunities for reinforcement • Continuous progress monitoring • PRIMARY PREVENTION • Team-led implementation • Behavior priority • Social behavior expectations • SW & CW teaching & encouraging of expectations • Consistency in responding to problem behavior • Data-based decision making Teamwork SWPBS: Core Practice Features ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • Leadership team Procedures for ongoing data-based monitoring & evaluation Behavior purpose statement School-Wide PBS (Tier 1) Continuum of procedures for discouraging rule violations Continuum of procedures for encouraging expected behavior Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Social Skills Misrules Punishment teaches Teach “1 hour every Monday” Not my responsibility Bad behavior is trait • Punishment signals error. • Punishment does not teach SS. • SS are needed all day. • SS are prompted & practiced all day. • SS are needed to learn. • SS are needed to teach. • SS (good/bad) learned & taught. • Teaching SS should be formal. “Power of Habits” Charles Duhigg, 2012 CUE HABIT REWARD CHALLENGE: Replacing current behavior Dessert Carrot Eat Satisfied?! Satisfied (strong habit) with new behavior (weak habit) TV remote Sit Walk & watch Entertained?! Entertained Teased Ignore Hit Teasing stops?! stops Difficult work Destroy Try work Work removed?! removed Subtitle: “Why We Do What We Do in Life & Business” Establishing/Replacing Habit Charles Duhigg (2014) CUE HABIT REWARD • Remove competing cue • Add desired cue • Teach acceptable alternative • Teach desired alternative • Remove reward for old habit • Add reward for new habit All three elements are addressed in SSI 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. Social Skills Self-assessment Decision SWPBS Feature Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught? Yes ? No 2. Do we have plan for teaching school-wide social skill expectations? Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms? Yes ? No 4. Do we teach school-wide social skill expectations throughout the day? Yes ? No 5. Are we using data to monitor the above? Yes ? No 6. Is our team monitoring & coordinating implementation of above? Action Potential for cultural exchange & conflict Student Community Teacher Family Administrator Culture = Group of individuals Overt/verbal behavior Flexible, dynamic, & changed/shaped over time & across generations & setting. Collection of learned behaviors, maintained by Shared learning history similar social & environmental Differentiates 1 group from others contingencies Predicting future behavior Sugai, O’Keeffe, & Fallon 2012 References • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, 209-219, doi: 10.1177/1098300712442242 • Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208, 10.1177/1098300711426334 • Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & SwainBradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229. Common Language “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained Effective Organizations by a common outcome” Skinner, 1953, Science of Human Behavior Common Experience Common Vision/Values Quality Leadership Factors Directly & Indirectly Contributing To Student Learning Student/Family Background School Leadership MTSS School Conditions Teachers Classroom Conditions Louis, Leithwood, Wahlstrom, & Anderson (2010). Implementation Drivers PBIS Implementation Blueprint (2015 rev, pbis.org) Funding Visibility & Dissemina on Poli cal Support Policy & Systems Alignment Personnel Selec on LEADERSHIP TEAM Coordina on, Readiness, Priority Professional Development Coaching & Technical Assistance Evalua on & Performance Feedback Local Implementa on Demonstra ons Content Exper se Basic MTBF Implementation Framework Regional/State Leadership • SWPBS practices, data, systems • Policy, funding, leadership, priority, agreement Internal Coaching Support School Behavior Team • 2 yr. action plan • Data plan • Leadership • Team meeting schedule District Behavior Team External Coaching Support • SWPBS • CWPBS • Small group • Individual student Student Benefit • Academic • Expectations & routines • Social skills • Self-management School Staff Team Support 2014 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), 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193. 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. Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. 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. (2012). 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, 116(2), 149-156 Action Steps – Homework SWPBS Feature 1. What is 1 thing you learned about PBIS that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above? Action Upcoming Events SMH PBIS Forum Conference New England PBIS APBS Conf. Northeast SWPBS Conf. Oct 2223, 2015 Nov 5-7, 2015 Nov 1920, 2015 Mar 2326, 2016 May 1920, 2016 Rosemont IL New Orleans, LA Norwood, MA San Francisco, CA Mystic, CT