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Scaling & Sustaining Evidence-Based Practices

This panel discussion, held at the OSEP Project Directors’ Meeting in Washington, DC, addresses the significance of implementing and sustaining evidence-based practices (EBPs) in educational settings. It highlights the importance of considering both implementation sustainability and outcome durability from the outset of technical assistance efforts. Panelists including Glen Dunlap, Steve Goodman, Tim Lewis, Rob Horner, and George Sugai discuss strategies to enhance the adoption, fidelity, and institutionalization of EBPs, aiming to redesign teaching and learning environments that are effective, efficient, and durable.

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Scaling & Sustaining Evidence-Based Practices

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  1. Scaling & Sustaining Evidence-Based Practices Glen Dunlap, Steve Goodman, Tim Lewis, Rob Horner & George Sugai OSEP Center on PBIS OSEP Project Directors’ Meeting Washington DC July 16, 2007 www.pbis.org

  2. Panel Context & Purpose • Given expectation that effective evidence-based intervention should be adopted, early consideration of implementation sustainability & outcome durability is becoming more important in our technical assistance & implementation efforts. • Panel purpose is to discuss strategies & considerations that would stimulate continued & enhanced demonstration & study of effective strategies for sustaining accurate implementation & scaling up our innovative efforts.

  3. Achieving PurposeAgenda & Panelists Moderator: Glen Dunlap (USF) Context: George Sugai (UConn) Multi-State Lessons: Tim Lewis (MU) State-Wide Lessons: Steve Goodman (MI DoE) Future: Rob Horner (UO) Q&A: Glen Dunlap (USF)

  4. www.pbis.org

  5. ChallengesHow do we….. • Increase adoption of effective evidence-based practices? • Ensure high fidelity of implementation of EBP? • Increase efficient, sustained implementation of EBP? • Increase accurate, efficient, & durable institutionalized use of EBP?

  6. Fixsen “Big Impressions” • “Policy is…. • allocation of limited resources for unlimited needs” • opportunity, not guarantee, for good action” • “Training does not predict action”

  7. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

  8. Our objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable • Outcome-based • Data-guided decision making • Evidence-based practices • Systems support for accurate & sustained implementation

  9. Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior Original logic: public health & disease prevention (Larson, 1994)

  10. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  11. Academic Systems Behavioral Systems • 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 Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  12. Responsiveness to Intervention

  13. What’s it gonna take to sustain & expand accurate implementation of evidence-based practices?

  14. EFFICACY V. EFFECTIVENESS To R E S E A R C H P R A C T I C E

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

  16. Individual Behavior Support Elements & Process *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

  17. Individual linked to System State District School Classroom Student

  18. Scaling Up: Horizontal V. Vertical Expansion National Federal State/Region Practice & Research Communities Organizational Systems District School S S SSS SSSS SSSS SSSSSS SSS SSSSSSSSSSSSSSSSSSSS Schools

  19. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

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

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