Advancing SWPBS in Policy & Practice

1. Advancing SWPBS in Policy & Practice George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut July 14, 2009 www.pbis.org www.cber.org www.scalingup.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Consider policy & practice implications & SWPBS implementation • Policy considerations • Practice considerations • SWPBS evidence-base • SWPBS & School Psychology

3. Set-up Sr+ Gina Carlton, Patti Harrison, Stacy Skalsky, NASP membership Disclaimer - Not Sch Psych or Policy Person…..Teacher/Researcher • Policy enables practice • Practice informs policy Handouts & “ppts” = www.pbis.org

4. Policy Practice Feedback Loops Policy Structure Procedure Practice Policy (Plan) Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Practice (Do) Fixsen et al. (2005) NIRN. www.scalingup.org

5. 3+ Policy & Practice Examples & Considerations Richard’s MESSAGE Context/culture matters

6. HR 2597 May 21, 2009“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS • Provisions • Professional development • Safe & Drug Free Communities • Early intervening services & counseling programs • Office of specialized instructional supports

7. American Recovery & Reinvestment ActIDEA & Title Recovery Funds • Data systems • E.g., SWIS • SWPBS implementation, e.g., • Early Intervening Services IDEA • School-wide Programs (ESEA Title I) • Professional Development (ESEA Title II)

8. “Response-to-Intervention”

9. Response-to-Intervention

10. 24 K Response to Intervention Framework RtI

11. Responsiveness to Intervention

12. 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

13. Responsiveness to InterventionAcademic+ Social Behavior MESSAGE Integrate/braid initiatives

14. 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

15. 23 RTI Continuum of Support for ALL Few Some All MESSAGE Label behavior…not people Dec 7, 2007

16. MESSAGE Something effective for most

17. SWPBS Big Ideas

18. 2 SWPBS is framework for….

19. SWPBS Approach for operationalizing best practice Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES MESSAGE Support Implementers Supporting Student Behavior

20. VIOLENCE PREVENTION • 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) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

21. Effective Academic Instruction Effective Behavioral Interventions POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

22. 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 MESSAGE Logically linked interventions ~80% of Students

23. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student MESSAGE Efficiency, effectiveness, relevance

24. 18 School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

25. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

26. Non-Classroom Management: Self-Assessment

27. MESSAGE Train in context

28. Classroom • All school-wide • Maximum structure & predictability in routines & environment • Positively stated expectations posted, taught, reviewed, prompted, & supervised. • Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices • Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies • Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

29. Classroom Management: Self-Assessment

31. Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

32. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

33. Team GENERAL IMPLEMENTATION PROCESS • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity Agreements Data-based Action Plan Evaluation Implementation MESSAGE Build local implementation capacities

34. Team-led Process MESSAGE Do “it” with others.

35. Sample Teaming Matrix Are outcomes measurable? MESSAGE Make decisions for working smarter

36. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Teaching Academics & Behaviors MESSAGE Behavior is a behavior.

37. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES MESSAGE Defendable & efficient

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

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

40. SWPBS Evidence-base

41. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base” MESSAGE Know your evidentiary support

42. 90-School StudyHorner et al., in press • Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity • Fidelity SWPBS is associated with • Low levels of ODR • .29/100/day v. national mean .34 • Improved perception of safety of the school • reduced risk factor • Increased proportion of 3rd graders who meet state reading standard.

43. Project Target: Preliminary FindingsBradshaw & Leaf, in press • PBIS (21 v. 16) schools reached & sustained high fidelity • PBIS increased all aspects of organizational health • Positive effects/trends for student outcomes • Fewer students with 1 or more ODRs (majors + minors) • Fewer ODRs (majors + minors) • Fewer ODRs for truancy • Fewer suspensions • Increasing trend in % of students scoring in advanced & proficient range of state achievement test

44. Big Ideas!

45. 7 BIG BEHAVIOR IDEAS!!

46. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations www.pbis.org “PBS Implementation Blueprint”

47. School Psychology et al.

48. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

49. Effective Social & AcademicSchool Culture Common Language SWPBS Common Experience Common Vision/Values