School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 14, 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. PURPOSE Provide brief overview of school-wide positive behavior support for all • Rationale • Features • Examples • Data

3. Rationale

4. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

5. “159 Days” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

7. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice 34 Worry #2:“Train & Hope”

8. 2 SWPBS is about….

9. 8 SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

10. Definition & Features

11. SWPBS is

12. Redesign of teaching environments…not students

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

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. 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

16. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

17. 23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

18. RTI Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

19. RTI 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

20. 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.

21. “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.

22. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher reported bullying behavior 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. 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.

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

25. 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

26. Team 35 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

27. Team-led Process Non-Teaching Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

28. Working Smarter Are outcomes measurable?

29. Sample Teaming Matrix Are outcomes measurable?

30. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • 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 ~80% of Students

31. Emphasizing & Teaching Positive Expectations

32. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

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

34. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food • __________ • Stay in your seat • _________ • Stay to right • _________ • Arrive on time to speaker • __________ Respect Environment & Property • Recycle paper • _________ • Return trays • __________ • Keep feet on floor • __________ • Put trash in cans • _________ • Take litter with you • __________ Respect Yourself • Do your best • __________ • Wash your hands • __________ • Be at stop on time • __________ • Use your words • __________ • Listen to speaker • __________ Respect Learning • Have materials ready • __________ • Eat balanced diet • __________ • Go directly from bus to class • __________ • Go directly to class • __________ • Discuss topic in class w/ others • __________

35. PBS – Respect & Responsibility

36. RAH – at Adams City High School(Respect – Achievement – Honor)

37. RAH – Athletics

38. RRespectTo show consideration, appreciation, and acceptance • Respect yourself• Respect others• Demonstrate appropriate language and behavior IIntegrityAdherence to an agreed upon code of behavior • Be responsible• Do your own work• Be trustworthy and trust others DDisciplineManaging ones self to achieve goals and meet expectations • Strive for consistency• Attend class daily; be on time• Meet deadlines; do your homework PPerseveranceHolding to a course of action despite obstacles • Stay positive• Set goals• Learn from mistakes EExcellenceBeing of finest or highest quality • Do your personal best• Exceed minimum expectations• Inspire excellence in others NEHS website, Oct. 26, 2004

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

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

41. Acknowledge & Recognize