Transcript SWPBS: Implementation Fidelity & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Apr 7, 2011 www.pbis.org www.scalingup.org www.cber.org.

SWPBS: Implementation
Fidelity & Durability
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Apr 7, 2011
www.pbis.org
www.scalingup.org
www.cber.org
SWPBS (aka PBIS/RtI) is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Positive
predictable
school-wide
climate
Multi-component,
multi-year schoolfamily-community
effort
High rates
academic &
social success
VIOLENCE
PREVENTION
Formal social
skills instruction
Positive adult
role models
•
Surgeon General’s Report on Youth Violence (2001)
•
Coordinated Social Emotional & Learning (Greenberg et al., 2003)
•
Center for Study & Prevention of Violence (2006)
•
White House Conference on School Violence (2006)
Positive active
supervision &
reinforcement
ODR Admin. Benefit
Springfield MS, MD
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. Benefit
Springfield MS, MD
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Greater focus on all
students
Increased problem
awareness
Good “things” about
Bullying efforts
More curriculum
development &
research
More emphasis on
prevention
Labeling kids
Too much attention
on student, not
enough on recipients
Non-data based
intervention
decisions
Over-emphasis on
student
responsibility for
change
Limited
assessment of
context
Generic
intervention
responses
Limited
examination of
mechanism
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
Reducing
Bullying
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
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
Works
• Exclude student
• Teach targeted
social skills
• Blame family
• Reward social skills
• Punish student
• Teach all
• Assign restitution
• Individualize for
non-responsive
behavior
• Ask for apology
• Invest in positive
school-wide culture
1. Teach
common
strategy
to all
• “Stop-Walk-Talk”
• “Talk-Walk-Squawk”
• “Whatever & Walk”
www.pbis.org
Baseline
Acquisition
Full BP-PBS Implementation
10
Rob
8
6
School 1
4
Number of Incidents of Bullying Behavior
2
0
10
Bruce
8
6
4
2
0
10
8
Cindy
6
School 2
4
2
0
10
Scott
8
6
4
2
0
10
8
Anne
6
School 3
4
2
0
10
8
Ken
6
4
2
0
18
3.14
School
Scott Ross, University
ofDays
Oregon
1.88
.88
72%
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
BP-PBS
22% decrease
40%
21% increase
30%
20%
19
Scott Ross, University
BP-PBS,
of Oregon
Scott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Baseline
2. Precorrect
Before
•
•
•
•
•
•
Analyze problem setting
Describe problem behavior
Identify triggers & function
Identify acceptable alternative behavior
Modify setting to prevent
Check-in w/ student to remind of desired behavior
During
•
•
•
•
Monitor
Remind
Reinforce
Redirect
After
•
•
•
•
Correct
Reinforce approximations
Reteach
Remind
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
PBIS Prevention Goals & Bullying Behavior
• Establish positive, predictable, consistent, rewarding
Goal 1 school culture for all across all settings
• Teach social skills that work at least as well as or better
than problem behavior
Goal 2
• Respond to nonresponsive behavior positively &
differently, rather than reactively & more of same
Goal 3
• Actively supervise & precorrect for problem behaviors &
settings, especially nonclassroom
Goal 4
Goal 5
• Individualize support based on responsiveness & effect
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
Literacy
School Climate
Continuum of
Support for ALL
“IFB School”
Targeted
Technology Numeracy
Social Studies
Writing
Attendance
Universal
Specials
Science
Align
Dec supports
7, 2007
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
••
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Evaluation Criteria
Effective
• Achieve desired outcome?
Efficient
• Doable by real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
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 (evidencebased)
• 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)
Increased Adult
Monitoring
Increased
Practice
Increased Opportunities for
Positive Reinforcement
Continuous Progress
Monitoring
Precorrections
Team & Data
Driven
Behavior
Expertise
Tier II
School-Wide