Systems Logic for Sustained Large Scale Implementation George Sugai National Center on Positive Behavioral Interventions & Supports UConn Center for Behavioral Education & Research January 14, 2009 www.pbis.org www.cber.org
PURPOSE Brief overview of our systems logic for sustained large-scale implementation • What are PBIS Center & SWPBS? • What are we doing? • How do we approach systemic implementation of scientifically-based practice? • What does it look like?
SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)
Evidence-based Investments to Prevent Youth Violence • 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
Behaviorism Laws of Behavior SWPBS Conceptual Foundations ABA Applied Behavioral Technology PBS Social Validity SWPBS IDEA: Positive Behavioral Interventions & Supports All Students
Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
Evidence-based SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student
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 ALL ~80% of Students
National ODR/ISS/OSS July 2008 100,000 schools ~ 45,000,000 ODRs
July 2, 2008 ODR rates vary by level
05% 20% 11% 22% 84% 58%
RTI Continuum of Support for ALL Few Some All Dec 7, 2007
Quotable Fixsen “Policy is allocation of limited resources for unlimited needs • Opportunity, not guarantee, for good action” “Training does not predict action” • “Manualized treatments have created overly rigid & rapid applications”
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation
PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations
Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity
Sample Teaming Matrix Key point #8 Are outcomes measurable?
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
ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Specially designed instruction Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students
Sustainability Guiding Principles Is Student Affected Directly Continuous Regeneration