Positive Behavioral Interventions &

Supports: Basics, Updates, &

Refinements

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

12 June 2015

www.pbis.org www.neswpbs.org www.swis.orgGeorge.sugai@uconn.edu

www.pbis.org

www.neswpbs.org

Presentations

PURPOSECelebrate 8th annual NYC PBIS event, & review fundamentals, give updates, & share refinements

www.neswpbs.org

• Implementation Blueprint

• Best Practices Classroom

Management Guide

• Team Implementation Checklist

SWPBS Feature Action

1. What is 1 thing you learned about PBIS & ISF that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your working environment to increase likelihood of doing above?

Action Steps (“Homework”)

Why?

School Climate & Discipline

School Violence & Mental Health

Disproportionality & School-Prison Pipeline

School Climate Transformation Grant (SCTG)

• 12 SEA sites

• 71 LEA sites (23 states)

National Youth Forum

• 10 large cities

Project Prevent

• 22 dist.

AWARE Grant

• 20 SEA sites

• 100 LEA sites• 9 also

SCTG sites

US Depart. of Educ.

• OSEP, OSHS

US Depart. of Just.

• OJP, OJJDP

US Depart of Health &

Human Serv.

• SAMHSA

Multi-Agency Effort

Getting Tough

Teaching to Corner

Applied Challenge:Academic & behavior success (failure) are

linked!

Fundamentals

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

PBIS isFramework

Continuum

Academically

All

Improving classroom & school climate

Decreasing reactive management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

PBIS is about….

Interconnected Systems Framework (ISF)

Integrated PBIS & SMH implementation

Improvement of educational outcomes

All students

Especially, w/ or risk of MH challenges

PBIS

SMH

Interconnected System

Framework

Interconnected Systems

Framework

Eber, Stephan, Weist, & Barrett Jun 2015

www.pbis.org/school/school-mental-health/interconnected-systems

www.pbis.orgwww.csmh.umaryland

Shapers, Doers, & Mentors

Systems of Care

• Bob Friedman & Beth Stoul, Al Duchnowski & Krista Kutash, et al.

Family & Youth MH

• Kimberly Hoagwood. Jane Knitzer, Barbara Friesen, et al

Wraparound

• John Burchard, Karl Dennis, Ira Lorie, John VanDenBerg, et al.

PBIS & SMH

• Lucille Eber, Sharon Stephan, Mark Weist, Susan Barrett, Joanne Malloy, et al.

ISF

SystemsSchool mental health

Positive behavioral

interventions & supports

Special education

Systems of care &

wraparound

ISF Targets

Somatic/physical illnesses

Behavior disorders

Learning difficulties

Social skill deficits Cognitive disorders

Mental illness

Trauma• Abuse, loss, accidents,

violence, medical, etc.

Family/social• Poverty, family,

unemployment, etc.

“Mad, Bad, Sad, Can’t Add” Kutash & Duchnowski, 2013

ISF Core

Features

TEAM• MH providers• School staff• Student, family, peers,

community

DATA BASED DECISION MAKING

EVIDENCE-BASED PRACTICES

• Selection• Implementation

EARLY COMPREHENSIVE

SCREENING

PROGRESS MONITORING

• Fidelity• Effectiveness

COACHING & COORDINATION

• Systems• Practices

Traditional MH v. ISF

Traditional

Counselor “sees” student at appt.

Only do “mental health”

Case management notes

Delivery of services

Referral management

ISF

MH person on teams all tiers

Contribute to integrated plan

Contribute to fidelity & progess

Access to interventions

Data-based screening

Integrated

PBIS & ISF

Support

Domains

Academic

Medical

Emotional & social

Mental Health

Behavioral

Family & community

Integrated

PBIS & ISF

Support

Domains

Academic

Medical

Emotional & social

Mental Health

Behavioral

Family & community

ISF Domains by Practice Areas

Academic Mental Health

Behavior Social, Emotional, Cognitive

Medical Family & community

Behavior analysis

Cognitive behavior therapy

Medical & pharmo-cological

System of care & wraparound

Practice Examples

Targeted & direct social skills instruction

Explicit academic instruction

Behavior self-management &

emotional regulation

Cognitive behavioral counseling & therapies

Function-based behavior intervention

planning

Psycho-

pharmocological

Resource Mapping across Tiers

• People• Agencies• Services &

practices

Assessment of Student Needs

• Local data: discipline, truancy, dropout, counseling referrals, etc.

• Requesting & sharing

Delineation of MH Interventions

• What, when, who• Youth & family

involvement

Intervention Access

• How & consent• When & how long• Communications

ISF Getting Started

Treatment Decision Making

• What, when, how much

• EBP

Intervention Management

• Scheduling, meetings, appointments, space

• Confidentiality & privacy

School-Community MoA

• Interventions & providers

• Evidence-based services

• Fidelity documentation

• Outcome measurement

ISF SurveyAdapted:

Appendix A, Survey of School Readiness for Interconnecting

Positive Behavior Interventions & Supports &School Mental Health

(Anello & Weist) in Advancing Education Effectiveness:

Interconnecting School Mental Health & School-wide Positive

Behavior Support (Barrett, Eber, & Weist)

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURES

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, &

Swain-Bradway 2011; Sugai, O’Keeffe, &

Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

“George Sugai?” Learning History

1951 Sansei Santa Cruz, CA. Parents born Watsonville

Buddhism v. “Elks” little league

baseball

Ex Order 9066: Mom interned, Dad

moved to UT

No Japanese, fork v. hashi, soy sauce v.

shoyu

Only 2 JA, 1 AA @ LGHS, Stones v. Beatles

BF: Dale, Jim, Lansing, “Molly,” Roger

UCSB, hippies, BoA

ESC Nature director, “Gary” v.

toilet

CA, WA, CO, KY, NH, OR, CT

Bi-racial: Fernandez

Hapa: Sugai-Fernandez

Shaped into “damn behaviorist!”

CA Sansei JA

PBIS, SpEd & Kids w/ BD

Sugai-Fernandez

“Damn behaviorist”

________________

Your Name

1.

5.

4.

3.

2.

6.

7.

8.

9.

10.

1.

2.3.

4.

Individual Learning History & Context

1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you

experience.

Culture =

Group of individuals

Overt/verbal behavior

Shared learning history

Differentiates 1 group from others

Predicting future behavior

Flexible, dynamic, & changed/shaped over time & across generations & setting.

Collection of learned behaviors, maintained by similar social & environmental contingencies

Sugai, O’Keeffe, & Fallon 2012

References• Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of

culture and context in School-wide Positive Behavior Support: A review

of current literature. Journal of Positive Behavior Interventions, 14, 209-

219, doi: 10.1177/1098300712442242

• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual

consideration of culture and school-wide positive behavior support.

Journal of Positive Behavior Interventions, 14, 197-208,

10.1177/1098300711426334

• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-

Bradway, J. (2011). Toward a conceptual integration of cultural

responsiveness and school-wide positive behavior support. Journal of

Positive Behavior Interventions, 13, 219-229.

KID:

Negative School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL:

Negative School climate

• Reactive management• Exclusionary disciplinary

practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision

making• Inefficient, ineffective

instruction• Negative adult role models

Coercive Cycle

Why is negative

school climate

undesirable?Creates environments of

control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens academic &

social behavior development

SCHOOL:

Positive School Climate

• Positive > negative contacts

• Predictable, consistent, & equitable treatment

• Challenging academic success

• Adults modeling expected behavior

• Recognition & acknowledgement

• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID:

Positive School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict

management• Safe & clean environment• Healthy food & substance

use• Self-management behavior

Positive Reinforcement Cycle

Negative SchoolBehavior

Negative StudentBehavior

What’s It Take to Shift from Negative to Positive School Climate?

Easy to say….requires sustained priority to do.

Positive StudentBehavior

Positive SchoolBehavior

Coercive Cycle

Positive Reinforcement

Cycle

HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behavior

Modeling good behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,Patterson,

Reid, Walker

Decision SWPBS Feature Action

Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily?

Yes ? No 2. Do >80% of staff have more positive than negative social interactions with their students daily?

Yes ? No 3. Do >80% of staff model positive expected social behavior daily?

Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour?

Yes ? No 5. Are we using data to monitor the above?

Yes ? No 6. Is our team monitoring & coordinating implementation of above?

School Climate Self-Assessment – 6 min.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supports for all students w/ disabilities are multi-tiered

Self-assess

Homework

TechnologyBehav

ior S

uppo

rt

Universal

Targeted

IntensiveContinuum of

Support for ALL:“________”

Dec 7, 2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

SWPBS: Core Practice Features

SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•

TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making

Pre

cisi

on

Eng

agem

ent

Fee

dbac

k

Pra

ctic

e

Team

wor

k

ISF Practices across Tiers & Context

Chapter 4, Considerations for School Mental Health Implementation Framework (Weist, Simonsen, & Dolan

2013) in Advancing Education Effectiveness: Interconnecting School Mental Health & School-wide

Positive Behavior Support (Barrett, Eber, & Weist)

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules

Establishing/Replacing HabitCharles Duhigg (2014)

CUE• Remov

e competing cue

• Add desired cue

HABIT• Teach

acceptable alternative

• Teach desired alternative

REWARD

• Remove reward for old habit

• Add reward for new habit

All three elements are addressed in SSI

Decision SWPBS Feature Action

Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?

Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?

Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?

Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?

Yes ? No 5. Are we using data to monitor the above?

Yes ? No 6. Is our team monitoring & coordinating implementation of above?

Social Skills Self-assessment

Evaluation & Data

Outcomes

4 Main Data Concerns

Student outcomes

Practice

selection

Practice implementation

Systemimplementation

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

RCT & Group Design PBIS StudiesBradshaw, 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

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. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

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. (2012). 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, 116(2), 149-156

2014

“Wagering next month’s salary!!”• 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

Concluding Comments

SWPBS Feature Action

1. What is 1 thing you learned about PBIS that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Action Steps - “Homework”

Measurable & justifiable OUTCOMES

On-going DATA-based decision making

Evidence-based PRACTICES

SYSTEMS ensuring durable, high fidelity of implementation

Messages

ISF Resources

Upcoming Events

PBIS Forum

Oct 22-23, 2015

Rosemont IL

SMH Conference

Nov 5-7, 2015

New Orleans,

LA

New England PBIS

Nov 19-20, 2015

Norwood, MA

APBS Conf.

Mar 23-26, 2016

San Francisco

, CA

Northeast SWPBS Conf.

May 19-20, 2016

Mystic, CT

Lewistj@missouri.edu

RobH@oregon.edu

George.sugai@uconn.edu

www.pbis.org