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PBIS: Past, Present, & Future

PBIS: Past, Present, & Future. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18 2011 www.pbis.org www.scalingup.org www.cber.org. PURPOSE

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PBIS: Past, Present, & Future

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  1. PBIS: Past, Present, & Future George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 18 2011 www.pbis.orgwww.scalingup.orgwww.cber.org

  2. PURPOSE Describe & link considerations from 15+ years of PBIS implementation to future directions • Keynote overview: All • Follow-up: Administrators, coordinators, coaches, trainers, evaluators • Coaching: Administrators, coordinators, coaches, trainers, evaluators

  3. “Notes to Self”

  4. 9 Considerations

  5. Basics

  6. 1. Invest in prevention for ALL

  7. Special Education & BD

  8. Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) VIOLENCE PREVENTION

  9. Redesign of teaching environments…not students

  10. 2. Teach behavior like academic skills, explicitly & deliberately

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

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

  13. 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

  14. Academic-Behavior Connection “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. 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.

  15. 3. Emphasize PBIS as framework, not curriculum

  16. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice 34 If outcome is implementation fidelity, avoid “train & hope” PD.

  17. SWPBS (aka PBIS/RtI) is Framework

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

  19. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

  20. RtI

  21. SWPBS Implementation Blueprint www.pbis.org

  22. 4. Invest in multi-tiered systems logic

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

  24. 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

  25. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

  27. 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

  28. 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

  29. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

  30. 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

  31. 5. Invest in capacity for implementation fidelity

  32. Maximum Student Benefits Fixsen & Blase, 2009

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

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

  35. Basic “Logic” DATA SYSTEMS PRACTICES Implementation Fidelity Maximum Student Outcomes Training + Coaching + Evaluation

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

  37. 6. Support & engage leadership

  38. 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.

  39. 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.

  40. To receive positive ratings on previous, managers must do 4 things well: Buckingham & Coffman 2002, Gallup

  41. School leadership & contributing factors on student learning. Student/ Family Background School Conditions School Leadership Teachers Classroom Conditions Louis, Leithwood, Wahlstrom, & Anderson (2010).

  42. Effective leaders engage in actions or behaviors & establish working conditions that: Sugai, Horner, & Lewis, in press

  43. 7. Work smarter by doing a few effective things very well

  44. Working Smarter

  45. Sample Teaming Matrix Are outcomes measurable?

  46. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student & Family

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

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