Transcript Positive Behavioral Interventions & Supports & Response-to-Intervention George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 27 2011 [email protected] www.pbis.org www.scalingup.org www.cber.org.

Positive Behavioral
Interventions & Supports &
Response-to-Intervention
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
June 27 2011 [email protected]
www.pbis.org
www.scalingup.org
www.cber.org
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.”
Context Matters!
Examples
Individual Student
vs.
School-wide
Reiko
Assessments indicate that
Reiko performs in average to
above average range in most
academic areas. However, in
last 4 weeks her teacher has
noticed Reiko’s frequent talking
& asking & answering
questions without raising her
hand has become an annoying
problem to other students & to
teacher.
Kiyoshi
Kiyoshi is a highly competent
student, but has long history of
antisocial behavior. He is quick to
anger, & minor events quickly
escalate to major confrontations.
He has few friends, & most of his
conflicts occur with peers in
hallways & cafeteria & on bus. In
last 2 months, he has been given 8
days of in school detention & 6
days of out of school suspension. In
a recent event, he broke glasses of
another student.
Mitch
Mitch displays a number of
stereotypic (e.g., light filtering
with his fingers, head rolling) &
self-injurious behaviors (e.g., face
slapping, arm biting), & his
communications are limited to a
verbal vocabulary of about 25
words. When his usual routines
are changed or items are not in
their usual places, his rates of
stereotypic & self-injurious
behavior increase quickly.
Rachel
Rachel dresses in black every day, rarely
interacts with teachers or other students,
& writes & distributes poems & stories
about witchcraft, alien nations, gundams,
& other science fiction topics. When
approached or confronted by teachers,
she pulls hood of her black sweatshirt or
coat over her head & walks away.
Mystified by Rachel’s behavior, teachers
usually shake their heads & let her walk
away. Recently, Rachel carefully wrapped
a dead squirrel in black cloth & placed it
on her desk. Other students became
frightened when she began talking to it.
Fortunately, we have a science
that guides us to…
ASSESS these situations
Develop behavior intervention PLANS based on our
assessment
MONITOR student progress & make enhancements
All in ways that can be culturally & contextually
APPROPRIATE
Crone & Horner, 2003; Horner, Sugai, & Anderson, 2007
“159 Days”
Intermediate/senior
high school with 880
students reported over
5,100 office discipline
referrals in one academic
year. Nearly 2/3 of students
have received at least one
office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place to be”
During 4th period, in-school
detention room has so
many students that the
overflow is sent to the
counselor’s office. Most
students have been
assigned for being in the
hallways after the late bell.
“Cliques”
During Advisory Class, the
“sportsters” sit in the back
of the room, & “goths” sit at
the front. Most class
activities result in out of
seat, yelling arguments
between the two groups.
“4 Corners”
Three rival gangs
are competing for “four
corners.” Teachers
actively avoid the area.
Because of daily
conflicts, vice principal
has moved her desk to
four corners.
Emphasis on
punishment
Poor
implementation
fidelity
Nonconstructive
Reactive
1980s
SW
Discipline
Problem
Limited
effects
“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
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
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
SWPBS (aka PBIS/RtI) is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
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”
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student 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
Comprehensive
screening
Early &
timely
decision
making
Databased
decision
making
Implementation
Fidelity
Support for
nonresponders
Need
for
better
Instructional
accountability
& justification
Assessment
-instruction
alignment
Resource
& time
use
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
Precision
Teaching
CBM
Early
Screening &
Intervention
Applied
Behavior
Analysis
Behavioral &
Instructional
Consultation
Prereferral
Interventions
Diagnostic
Prescriptive
Teaching
Teacher
Assistance
Teaming
2006-2008 K-1 (same):
Phonemic Segmentation Fluency
90
90
80
70
65
57
Percent
60
50
44
LR
SR
40
36
AR
30
30
26
19
20
13
9
9
10
1
0
Sep-06
Feb-07
Sep-07
Month
Feb-08
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
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.
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SWPBS
Practices
Classroom
Family
Non-classroom
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
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
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
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
••