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George Sugai Center on Positive Behavior Interventions & Supports

Positive Behavioral Interventions & Supports & School-based Mental Health Success Beyond Six Behavior Interventionist and Clinician Conference August 17, 2012 Colchester, VT. George Sugai Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research

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George Sugai Center on Positive Behavior Interventions & Supports

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  1. Positive Behavioral Interventions & Supports & School-based Mental Health Success Beyond Six Behavior Interventionistand Clinician Conference August 17, 2012Colchester, VT George Sugai Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research University of Connecticut www.pbis.orgwww.cber.org

  2. PURPOSE Provide brief overviewof PBIS & important role of school-based behavioral & mental health

  3. “Take a Number” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students had received at least 1 office discipline referral.

  4. Administrative Impact

  5. InstructionalImpact

  6. Give Priority to Effective Practices

  7. Fixsen & Blase, 2009 Maximum Student Benefits

  8. Behaviorism SWPBS Theoretical Foundations ABA PBS SWPBS aka PBIS

  9. SWPBS (aka PBIS/RtI) is Framework

  10. RtI

  11. “Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems

  12. Biglan, 1995; Mayer, 1995; Walker et al., 1996

  13. “Early Triangle”Walker, Knitzer, Reid, et al., CDC(Walker et al., 1995, p. 201) • Prevention Logic • Reduce # new • Reduce intensity of existing

  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 ALL ~80% of Students Horner, Lewis, Sugai, Todd, Walker…1995

  15. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

  17. Continuum of Support: “Molcom” Anger man. Prob Sol. Acc. Fdbk Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Align behavioral supports Dec 7, 2007

  18. ESTABLISHING CONTINUUM of SWPBS Homework • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement

  19. 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

  20. 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

  21. 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.

  22. “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).

  23. 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. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.

  24. Reduced major disciplinary infractions • Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation • Improvements in academic achievement • Enhanced perception of organizational health & safety • Reductions in teacher reported bullying behavior & peer rejection • Improved school climate

  25. # Schools Involved in SWPBIS INCOMPLETE (Aug 3 2012) 17,779 OSEP PBIS Center Aug 2012

  26. Most are responsive…but some need a bit more. 2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86%

  27. And we know who they are! 33% 41% 25% 44% 38% 17% 40% 39% 21% 42% 39% 19% 75% 81% 83% 79% % of Students 9% 17% 22% 14%

  28. Guide to Working Smarter

  29. Integrated PBIS Response to Bullying

  30. CT Anti-Bullying Law Public Act 11-232 SERC April 2012 SERC

  31. Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  32. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway2011; Sugai, O’Keeffe, & Fallon, in press x2 Supporting Social Competence & Academic Achievement CULTURALLY EQUITABLE Supporting Staff Behavior 15 OUTCOMES DATA CULTURALLY VALID SYSTEMS CULTURALLY KNOWLEDGEABLE Supporting Decision Making PRACTICES CULTURALLY RELEVANT Supporting Student Behavior

  33. “Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.” NYTimes, M. Rich Aug 7 2012 • >1 Susp. 1 Year • 1 in 6 black • 1 in 13 Amer Indian • 1 in 14 Latinos • 1 in 20 Whites • Not correlated w/ race of staff • 13% w/ v. 7% w/o • 1 in 4 black K-12 students • High suspension correlated w/ • Low achievement • Dropout • Juvenile incarceration Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA

  34. Cultural/Context Considerations Basic “Logic” Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

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

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

  37. SWPBS Practices School-wide Classroom Family Non-classroom Student

  38. 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

  39. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

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