Transcript Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 15

Maximizing Impact of PBIS
Implementation at School &
District Levels
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
June 15 2011
www.pbis.org
www.scalingup.org
www.cber.org
“Notes to Self”
Celebrate successes & accomplishments
Describe lessons learned at national level
Review PBIS basics
Link implementation fidelity & student
outcomes
Show data
Link evidence-base practices to
implementation science
SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule Rob Horner for our in-service day”
“Let’s do SWPBS during morning advisory”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“She’s a tier 3 kid; give her 2 day suspension”
“Shut up, & show me some respect”
Nondata-based
decision making
Insufficient
resources
Lacking
implementation
framework
Limited
differentiation
Competing
initiatives
Lack of
expert
capacity
No theory of
action or
change
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.”
4 “Big Idea” Basics
& brief history
Emphasis on
punishment
Poor
implementation
fidelity
Nonconstructive
Reactive
1980s
SW
Discipline
Problem
Limited
effects
“Abbreviated” SWPBS History
1980s RTC
2001 OR Beh
Res Ctr
2002 PBIS-II
2011
Implementation
Sustainability &
Scaling
1988 PBS
2000 PBIS TA
Guide
2004 PBS Impl
Blue
May 2010
SWPBS Train
Blue
1991 Proj
PREPARE
1998 PBIS-I
2007 SISEP
Mar 2010
SWPBS Impl
Blue
1997 EBS Demo
1997 IDEA-r
2008 PBIS-III
Jan 2010
SWPBS Eval
Blue
SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior
instruction model. 1992 Oregon conference monograph. Eugene, OR:
University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior
problems in general education settings: Assumptions, challenges, and
solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference
monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and
classroom management: Reconceptualizing the integration and
management of students with behavior problems in general education.
Education and Treatment of Children, 16, 361-381.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R.,
Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to
preventing antisocial behavior patterns among school-age children and
youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
“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
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”
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
salable, & logical for all students
(Zins & Ponti, 1990)
“BIG PICTURE”
RESEARCH & THEORY to
* Responsiveness
to intervention
* Positive
behavioral
interventions &
supports
* Prevention
EVIDENCE-BASED PRACTICES to
* Causal
relationship
* Replication
* Effect size
PROFESSIONAL DEVELOPMENT to
* Acquisition &
fluency
* Sustained
generalized
responding
* Accommodation,
adaptation, &
diversity
IMPLEMENATION
* Evaluation
outcome data
* Implementation
fidelity
* Continuous
regeneration
* Sustainability &
scaling
Biglan 1995
Definition
Decrease development
of NEW occurrences of
problem behavior
Decrease intensity,
frequency, & severity of
EXISTING problem
behavior
Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
Eliminate
Teach,
worsening of
triggers &
monitor, &
existing
maintainers of acknowledge
problem
problem
prosocial
behaviors
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
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
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
Implementation Levels
Student
Classroom
School
District
State
Dean Fixsen
Karen Blase
UNC
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
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
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
Literacy
Intensive
School Climate
Continuum of
Support for ALL
“IFB School”
Targeted
Technology Numeracy
Social Studies
Writing
Attendance
Universal
Specials
Align
supports
Dec 7,
2007
Science
Ex: Less time to do more
170 Instructional Days
Reform v. NonReform
100%
90%
18%
7%
80%
70%
60%
50%
40%
82%
93%
30%
20%
10%
19 (11%) fewer
inst. days
0%
Reform
NonReform
% Lost
% Remain.
Trek E.S.
Intensive
Bianchi M.S.
Targeted
Jamis E.S.
Continuum of
Support for ALL
“District:
Literacy”
Masi H.S.
Serrota E.S.
Look M.S.
Look M.S.
Universal
Davidson M.S.
Specials
Align
supports
Dec 7,
2007
Science
Student
Behavior
Teacher
Practice
Continua of
Responsiveness
& Support
CONTEXT
or
SETTING
School
Reform
District
Operations
Elementary School Suspension Rate
PBIS in Virginia
Elementary School
Improvements in
behavior can be
associated with
improvements in
academic outcomes
PBIS in Virginia
Proportion of Students Meeting State Academic
EOG Reading
Standard
Bob Algozzine
NC Positive Behavior Support Initiative
100
95
90
85
80
75
Schools w/ Low
ODRs & High
Academic
Outcomes
Reading
Linear (Reading)
70
rxy = -.44
(n = 36)
65
60
55
50
0.00
0.10
0.20
0.30
0.40
0.50
ODRs
0.60
0.70
0.80
0.90
1.00
Office Discipline Referrals per 100 Students
PBIS in North Carolina
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.
Behavior
Continuum
Academic
Continuum
RTI
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)
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
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.
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, Theora,
Ellen, Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee,
Marcellus,
Max, 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,
Marcellus,
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,
Barney
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
Goal #3
Goal #2
Goal #3
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student &
Family
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
ESTABLISHING CONTINUUM of SWPBS
~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
•
Data Decision Making
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
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.
Big, sustained outcomes are about planned & systemic
implementation of effective practices w/ integrity =
1.
2.
3.
4.
5.
6.
7.
8.
• Link effective practice with effective implementation
• Integrate outcomes, data, practices & systems
• Differentiate implementation & support
• Do a few, very important effective things very well together
• Adopt a doable implementation “blueprint” or approach
• Establish support based on implementation phase
• Integrate initiatives around educationally important measurable
outcomes
• Re-generate continuously based on continuous progress monitoring
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places
where employees
(Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their
jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where
educators, students, family members, etc….
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their
efforts are important
8. See students/teachers/principals around them committed to
doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.