School-wide Positive Behavior Supports: Where’s the Analysis? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb 17 2010 www.pbis.orgwww.cber.orgwww.swis.org
Alternate Subtitles • “Taking Behavioral Technology to Scale in Schools” • “Supporting Effective Classroom & School Behavioral Organizations” • “Establishing Sustainable Behavioral Capacity” • “Be True to Your School” • “Confessions of a Behavior Analyst” • “What Would Rob Say?”
PURPOSE Features of school-wide positive behavior support framework. Shaping of SWPBS Behavior analytic foundations of SWPBS Some observations & recommendations
What does behavior analyst do when organism isn’t responding! • Analyze behavior in context • Modify environment based on assessment • Monitor responsiveness
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
PROFESSIONAL CHALLENGE: “Being respectful of your mentors” & “Being true to your school….”
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide & classroom management: Reconceptualizing the integration & management of students with behavior problems in general education. Education & Treatment of Children, 16, 361-381.
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The OR conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
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)
Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
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
23 Continuum of Support for ALL Few Some All Dec 7, 2007
Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007
Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007
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
17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student
DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting Direct instruction for academic & social behavior 57
58 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching directly in context Expectations 3. BEHAVIOR EXAMPLES
1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES
Transfer of stimulus control 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES
Maximum Student Benefits Fixsen & Blase, 2009
Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS
Victim attention • Bystander attention • Self-delivered praise • Tangible access
PREVENTION De-emphasis on adding consequence for problem behavior
Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander
Implementation must be culturally responsive & shaped 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. www.pbis.org