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  • “Drowning Frogs”“Green to Yellow to Red” Cards“Full to partial to limited” privileges
  • NOTICE GREEN GOES IS FOR “ALL”
  • NOTICE GREEN GOES IS FOR “ALL”
  • NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  • NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  • NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  • NOTICE GREEN GOES IS FOR “ALL”
  • Research to Practice is dependent on good research.

Swpbs past present future Swpbs past present future Presentation Transcript

  • SWPBS: Past, Present, & Future
    George Sugai
    OSEP Center on PBIS
    Center for Behavioral Education & Research
    University of Connecticut
    June 25 2011
    www.pbis.org www.scalingup.org www.cber.org
  • PURPOSE
    Examination of current SWPBS practices, systems, & outcomes in context of early influences & future directions
    • Keynote overview: All
    • Follow-up: Administrators, coordinators, coaches, trainers, evaluators
    • Coaching: Administrators, coordinators, coaches, trainers, evaluators
    • Brief History
    • Foundations
    • Implementation
    • Example
  • “Notes to Self”
  • 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.”
  • Brief PBIS History
  • Special Education & BD
  • “Abbreviated” SWPBS History
  • SWPBS Foundations
  • “Big Ideas” from Early Years
  • “Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC
  • Guskey, 1986, p. 59
  • SWPBS Logic!
    Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students
    (Zins & Ponti, 1990)
  • “BIG PICTURE”
  • 12 Basics
  • Basics
  • 1. Invest in prevention
  • Redesign of teaching environments…not students
  • 2. Teach, supervise, reinforce
  • 2. NATURAL CONTEXT
    1. SOCIAL SKILL
    Expectations
    3. BEHAVIOR EXAMPLES
  • 3. Emphasize implementation framework, not curriculum
  • SWPBS (aka PBIS/RtI) is
    Framework
  • Team
    GENERAL IMPLEMENTATION PROCESS: “Getting Started”
    Agreements
    Data-based
    Action Plan
    Implementation
    Evaluation
  • 4. Integrate outcome, data, practices, & systems
  • Integrated
    Elements
    Supporting Social Competence &
    Academic Achievement
    OUTCOMES
    15
    Supporting
    Decision
    Making
    Supporting
    Staff Behavior
    DATA
    SYSTEMS
    PRACTICES
    Supporting
    Student Behavior
  • 5. Invest in multi-tiered prevention logic
  • Tertiary Prevention:
    Specialized
    Individualized
    Systems for Students with High-Risk Behavior
    CONTINUUM OF
    SCHOOL-WIDE
    INSTRUCTIONAL &
    POSITIVE BEHAVIOR
    SUPPORT
    FEW
    ~5%
    Secondary Prevention:
    Specialized Group
    Systems for Students with At-Risk Behavior
    ~15%
    SOME
    Primary Prevention:
    School-/Classroom-
    Wide Systems for
    All Students,
    Staff, & Settings
    23
    ALL
    ~80% of Students
  • 23
    Continuum of Support for ALL
    Few
    Some
    All
    Dec 7, 2007
  • Continuum of Support for ALL
    “Theora”
    Math
    Science
    Spanish
    Reading
    Soc skills
    Soc Studies
    Basketball
    Label behavior…not people
    Dec 7, 2007
  • Continuum of Support for ALL:
    “Molcom”
    Anger man.
    Prob Sol.
    Ind. play
    Adult rel.
    Self-assess
    Attend.
    Coop play
    Peer interac
    Label behavior…not people
    Dec 7, 2007
  • Implementation Framework
  • 6. Adopt doable implementation “blueprint” or approach
  • Implementation Levels
    State
    District
    School
    Classroom
    Student
  • www.scalingup.org
    Dean Fixsen
    Karen Blase
    UNC
  • SWPBS Implementation Blueprint
    www.pbis.org
  • 7. Embed “Response-to-Intervention” logic & principles
  • RtI
  • Intensive, Individual Interventions
    • Individual Students
    • Assessment-based
    • High Intensity
    Intensive, Individual Interventions
    • Individual Students
    • Assessment-based
    • Intense, durable procedures
    Targeted Group Interventions
    • Some students (at-risk)
    • High efficiency
    • Rapid response
    Targeted Group Interventions
    • Some students (at-risk)
    • High efficiency
    • Rapid response
    Universal Interventions
    • All students
    • Preventive, proactive
    Universal Interventions
    • All settings, all students
    • Preventive, proactive
    Responsiveness to Intervention
    Academic Systems
    Behavioral Systems
    1-5%
    1-5%
    5-10%
    5-10%
    80-90%
    80-90%
    Circa 1996
  • Responsiveness to Intervention
  • Continuum of Support for ALL
    “IFB School”
    Literacy
    School Climate
    Technology
    Numeracy
    Social Studies
    Writing
    Attendance
    Specials
    Science
    Align supports
    Dec 7, 2007
  • Continuum of Support for ALL
    “District: Literacy”
    Trek E.S.
    Bianchi M.S.
    Jamis E.S.
    Masi H.S.
    Serrota E.S.
    Look M.S.
    Look M.S.
    Davidson M.S.
    Specials
    Science
    Align supports
    Dec 7, 2007
  • Teacher Practice
    Student Behavior
    CONTEXT
    or
    SETTING
    Continua of Responsiveness & Support
    District Operations
    School Reform
  • 8. Integrateliteracy & behaviorimplementation & supports
  • Elementary School Suspension Rate
    PBIS in Virginia
  • Elementary School
    Improvements in behavior can be associated with improvements in academic outcomes
    PBIS in Virginia
  • Bob Algozzine
    NC Positive Behavior Support Initiative
    Schools w/ Low ODRs & High Academic Outcomes
    Proportion of Students Meeting State Academic Standard
    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.
  • “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.”
    Algozzine, Wang, & Violette (2011), p. 16.
  • 23
    Behavior Continuum
    Academic Continuum
    RTI
    Integrated Continuum
    Mar 10 2010
  • 9. Align professional development & support with implementation phase
  • Where are you in implementation process?Adapted from Fixsen & Blase, 2005
  • 10. Implement evidence-based practice with fidelity
  • Start
    w/
    What Works
    Focus on Fidelity
    Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
  • Maximum Student Benefits
    Fixsen & Blase, 2009
  • 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., 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.
    • Reduced major disciplinary infractions
    • Improvements in academic achievement
    • Enhanced perception of organizational health & safety
    • Improved school climate
    • Reductions in teacher reported bullying behavior
  • 11. Work smarter by doing a few effective things very well
  • Sample Teaming Matrix
    Are outcomes measurable?
  • 17
    SWPBS
    Practices
    School-wide
    Classroom
    Family
    Non-classroom
    • Smallest #
    • Evidence-based
    • Biggest, durable effect
    Student
  • ESTABLISHING CONTINUUM of SWPBS
    TERTIARY PREVENTION
    • Function-based support
    • Wraparound
    • Person-centered planning
    TERTIARY PREVENTION
    ~5%
    ~15%
    SECONDARY PREVENTION
    • Check in/out
    • Targeted social skills instruction
    • Peer-based supports
    • Social skills club
    SECONDARY PREVENTION
    PRIMARY PREVENTION
    • Teach SW expectations
    • Proactive SW discipline
    • Positive reinforcement
    • Effective instruction
    • Parent engagement
    PRIMARY PREVENTION
    ~80% of Students
  • 12. Guide decisions with data
  • Data Decision Making
  • 13. Consider Context & Culture
  • 2011+ Basic Big Ideas
  • Implementation Example: Bullying Prevention
  • Bullying Program Component Review Purpose
  • Preliminary Conclusions
  • PREVENTION
    De-emphasis on adding consequence for problem behavior
  • Initiator
    Target
    Context
    or
    Setting
    Continuum of Behavior Fluency
    Staff
    Bystander
  • Four basic strategies….if you do nuthin’ else….
  • Doesn’t Work
    Works
    Label student
    Exclude student
    Blame family
    Punish student
    Assign restitution
    Ask for apology
    Teach targeted social skills
    Reward social skills
    Teach all
    Individualize for non-responsive behavior
    Invest in positive school-wide culture
  • www.pbis.org
  • Non-Classroom Management: Self-Assessment
  • 2011+ Basic Big Ideas