School-Wide Positive Behavior Support & School Climate

1. School-Wide Positive Behavior Support & School Climate George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 8 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. PURPOSE Describe supportive relationship between school-wide positive behavioral interventions & supports & school climate. • Definition & Features • Examples • Research, Data, & Outcomes

3. SWPBS (aka PBIS/RtI) is Framework

4. 2 SWPBS is about….

5. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice Worry “Train & Hope”

6. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Maximum Student Benefits Fixsen & Blase, 2009

8. Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

10. Redesign of teaching environments…not students

11. RtI

12. 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

13. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

14. Continuum of Support for ALL “Theora” Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

15. Responsiveness to Intervention

16. 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

17. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

18. ESTABLISHING CONTINUUM of SWPBS - EXAMPLE • 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

19. 17 SWPBS Practices School-wide • Smallest # • Evidence-based • Biggest, durable effect Classroom Family Non-classroom Student & Family

21. Team 35 GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

22. Sample Teaming Matrix Are outcomes measurable?

23. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching directly in context Expectations 3. BEHAVIOR EXAMPLES

24. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting 57 Teaching Academics & Behaviors

25. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

26. Non-Classroom Management: Self-Assessment

28. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

29. Classroom Management: Self-Assessment

31. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” • Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001

32. SWPBS Implementation Blueprint www.pbis.org

33. Evaluation Criteria

34. 4 Main Data Concerns

35. 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.

36. “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.

37. 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.

38. Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher reported bullying behavior