Transcript School-wide Positive Behavior Support & RtI George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut May 22, 2009 www.pbis.org www.cber.org www.swis.org [email protected].

School-wide Positive
Behavior Support & RtI
George Sugai
OSEP Center on PBIS
Center for Behavioral Education and Research
University of Connecticut
May 22, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
7 BIG
BEHAVIOR
IDEAS!!
1 Prevent & precorrect
2 Trigger, teach, reinforce
3 Invest in evidence-based
4 Consider culture/context
5 Implement with fidelity
6 Decide w/ data
7 Establish efficient systems capacity
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
PREVENTION
DECISION MAKING
& EARLY
& PROBLEM
INTERVENTION
SOLVING
CONTINUOUS
PROGRESS
MONITORING
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
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
RTI
Continuum of
Support for
ALL
Our
Challenges…….
5. SWPBS
COMPETING INITIATIVES
is framework for….
•SW discipline
3. NEGATIVE SCHOOL
•Class management
CLIMATE
•Social skills programs• Bullying & harassment
•Character education • 447 teacher abs yr
•Bully proofing
• Staff/parents unsafe
•Life skills
1.REACTIVE
5.
COMPETING
•Anger management
MANAGEMENT
INITIATIVES
•HIV/AID education
•5100 ref/yr
••Conflict
SW discipline
management
•Marcus 14 days det.
••Drug-free
Class manage
• Social engagement
skills program
•Parent
•School spirit
2. POOR
4. INEFFECTIVE
•Violence
prevention SPED
ACHIEVEMENT
• 25%prevention
on IEPS
•Dropout
• 25% 3rd at grade
• EBD sent
to Alt school
•Relaxation
room
• >50% 9th 2+ “F”
• Tasha spends
day w/
•Afterschool
peer support
nursebased mental health
•School
clinic……
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
SWPBS?
Approach for
operationalizing
SRBI/RtI
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
PREVENTIVE
SCHOOL
CULTURE
(SWPBS)
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
School-wide
1. Leadership team
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
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
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
• All school-wide
• Maximum structure & predictability in routines &
environment
• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.
• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional
curriculum & practices
• Continuum of strategies to acknowledge displays of
appropriate behavior, including contingent & specific
praise, group contingencies, behavior contracts, token
economies
• Continuum of strategies for responding to inappropriate
behavior, including specific, contingent, brief corrections
for academic & social behavior errors, differential
reinforcement of other behavior, planned ignoring,
response cost, & timeout.
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
Ingram, Lewis-Palmer, & Sugai, 2005
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
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation
commitment
Data-based
Action
Plan
• Local capacity for
training,
coordination,
coaching, & evaluation
• Systems for implementation integrity
Evaluation
Implementation
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
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, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
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, 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
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Few positive SW expectations defined,
taught, & encouraged
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
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
Acknowledge & Recognize
Are “Rewards” Dangerous?
“…our research team has conducted a series
of reviews and analysis of (the reward)
literature; our conclusion is that there is no
inherent negative property of reward. Our
analyses indicate that the argument against
the use of rewards is an overgeneralization
based on a narrow set of circumstances.”
– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom!
• “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate!
• Natural consequences are varied,
unpredictable, undependable,…not
always preventive
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
www.pbis.org
click “Research” “Evidence Base”
90-School Study
Horner et al., in press
• Schools that receive technical assistance from
typical support personnel implement SWPBS
with fidelity
• Fidelity SWPBS is associated with
▫ Low levels of ODR
▫ .29/100/day v. national mean .34
▫ Improved perception of safety of the school
▫ reduced risk factor
▫ Increased proportion of 3rd graders who meet state
reading standard.
Project Target: Preliminary Findings
Bradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high
fidelity
• PBIS increased all aspects of organizational health
• Positive effects/trends for student outcomes
– Fewer students with 1 or more ODRs (majors + minors)
– Fewer ODRs (majors + minors)
– Fewer ODRs for truancy
– Fewer suspensions
– Increasing trend in % of students scoring in advanced &
proficient range of state achievement test
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Evaluation Criteria
Effective
• Research-based?
Efficient
• Doable?
Relevant
• Contextual & Cultural?
Durable
• Lasting?
Scalable
• Transportable?
Effective Social & Academic
School Culture
Common
Language
RtI/
SWPBS
Common
Experience
Common
Vision/Values