This document provides an overview of School-Wide Positive Behavioral Interventions and Supports (SWPBS) including its history, key foundations, implementation framework, and future directions. It discusses 12 basics of SWPBS including investing in prevention, teaching and reinforcing positive behaviors, using an implementation framework, and making data-driven decisions. The document emphasizes implementing evidence-based practices with fidelity and integrating academic and behavior supports. It examines current SWPBS practices and systems to help guide the approach going forward.

1. SWPBS: Past, Present, & FutureGeorge SugaiOSEP Center on PBISCenter for Behavioral Education & ResearchUniversity of ConnecticutJune 25 2011www.pbis.org www.scalingup.org www.cber.org

2. PURPOSEExamination of current SWPBS practices, systems, & outcomes in context of early influences & future directionsKeynote overview: All

3. Follow-up: Administrators, coordinators, coaches, trainers, evaluators

4. Coaching: Administrators, coordinators, coaches, trainers, evaluators

5. Brief History

6. Foundations

7. Implementation

8. Example“Notes to Self”

9. 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.”

10. Brief PBIS History

11. Special Education & BD

12. “Abbreviated” SWPBS History

13. SWPBS Foundations

14. “Big Ideas” from Early Years

15. “Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC

16. Guskey, 1986, p. 59

17. 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)

18. “BIG PICTURE”

19. 12 Basics

20. Basics

21. 1. Invest in prevention

22. Redesign of teaching environments…not students

23. 2. Teach, supervise, reinforce

24. 2. NATURAL CONTEXT1. SOCIAL SKILLExpectations3. BEHAVIOR EXAMPLES

25. 3. Emphasize implementation framework, not curriculum

26. SWPBS (aka PBIS/RtI) isFramework

27. TeamGENERAL IMPLEMENTATION PROCESS: “Getting Started”AgreementsData-based Action PlanImplementationEvaluation

28. 4. Integrate outcome, data, practices, & systems

29. IntegratedElementsSupporting Social Competence &Academic AchievementOUTCOMES15SupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent Behavior

30. 5. Invest in multi-tiered prevention logic

31. Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorCONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORTFEW~5% Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15% SOMEPrimary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings23ALL~80% of Students

32. 23Continuum of Support for ALLFewSomeAllDec 7, 2007

33. Continuum of Support for ALL“Theora”MathScienceSpanishReadingSoc skillsSoc StudiesBasketballLabel behavior…not peopleDec 7, 2007

34. Continuum of Support for ALL:“Molcom”Anger man.Prob Sol.Ind. playAdult rel.Self-assessAttend.Coop playPeer interacLabel behavior…not peopleDec 7, 2007

35. Implementation Framework

36. 6. Adopt doable implementation “blueprint” or approach

37. Implementation LevelsStateDistrictSchoolClassroomStudent

38. www.scalingup.orgDean FixsenKaren BlaseUNC

39. SWPBS Implementation Blueprintwww.pbis.org

40. 7. Embed “Response-to-Intervention” logic & principles

41. RtI

42. Intensive, Individual InterventionsIndividual Students

43. Assessment-based

44. High IntensityIntensive, Individual InterventionsIndividual Students

45. Assessment-based

46. Intense, durable proceduresTargeted Group InterventionsSome students (at-risk)

47. High efficiency

48. Rapid responseTargeted Group InterventionsSome students (at-risk)

49. High efficiency

50. Rapid responseUniversal InterventionsAll students

51. Preventive, proactiveUniversal InterventionsAll settings, all students

52. Preventive, proactiveResponsiveness to InterventionAcademic SystemsBehavioral Systems1-5%1-5%5-10%5-10%80-90%80-90%Circa 1996

53. Responsiveness to Intervention

54. Continuum of Support for ALL“IFB School”LiteracySchool ClimateTechnologyNumeracySocial StudiesWritingAttendanceSpecialsScienceAlign supportsDec 7, 2007

55. 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.SpecialsScienceAlign supportsDec 7, 2007

56. Teacher Practice Student BehaviorCONTEXTorSETTINGContinua of Responsiveness & SupportDistrict OperationsSchool Reform

57. 8. Integrateliteracy & behaviorimplementation & supports

58. Elementary School Suspension RatePBIS in Virginia

59. Elementary SchoolImprovements in behavior can be associated with improvements in academic outcomesPBIS in Virginia

60. Bob AlgozzineNC Positive Behavior Support InitiativeSchools w/ Low ODRs & High Academic OutcomesProportion of Students Meeting State Academic StandardOffice Discipline Referrals per 100 StudentsPBIS in North Carolina

61. Academic-Behavior ConnectionAlgozzine, 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.

62. “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.

63. 23Behavior ContinuumAcademic ContinuumRTIIntegrated ContinuumMar 10 2010

64. 9. Align professional development & support with implementation phase

65. Where are you in implementation process?Adapted from Fixsen & Blase, 2005

66. 10. Implement evidence-based practice with fidelity

67. Startw/What WorksFocus on FidelityDetrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

68. Maximum Student BenefitsFixsen & Blase, 2009

69. RCT & Group Design PBIS StudiesBradshaw, 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), 100-115Bradshaw, 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.

70. Reduced major disciplinary infractions

71. Improvements in academic achievement

72. Enhanced perception of organizational health & safety

73. Improved school climate

74. Reductions in teacher reported bullying behavior11. Work smarter by doing a few effective things very well

75. Sample Teaming MatrixAre outcomes measurable?

76. 17SWPBSPracticesSchool-wideClassroomFamilyNon-classroom Smallest #

77. Evidence-based

78. Biggest, durable effectStudent

80. ESTABLISHING CONTINUUM of SWPBSTERTIARY PREVENTIONFunction-based support

81. Wraparound

82. Person-centered planningTERTIARY PREVENTION~5% ~15% SECONDARY PREVENTION Check in/out

83. Targeted social skills instruction