Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I
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Transcript of Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I
Positive Behavioral Interventions & Supports (PBL):
Lessons Learned – Part I
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Sep 15 2011
www.pbis.org www.scalingup.org www.cber.org
PURPOSE
Examination of lessons learned
from 15 years of PBIS (PBL)
implementation
Celebrate successes & accomplishments
Support development of PBL Network
Review PBIS basic & advanced content
Link implementation fidelity & student outcomes
Extend evidence-base
Enable durable & effective implementation
“Notes to Self”
8 Big Lessons
(9 data pt 2)
“Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
• Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
• Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some by establishing local behavioral expertise• Sugai & Horner (1994)
Integrate evidence-based practices in 3-tiered prevention logic• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
LESSONS
LEARNED
Prevention for All
Teach behavior
Emphasize PBIS framework
Multi-tiered systems
Implementation fidelity
Research-based practices
Working smarter
Use data
Consider culture & context
1. Invest in prevention for ALL
1980s SW
Discipline Problem
Reactive
Non-constructive
Emphasis on punishment
Poor implementation
fidelity
Limited effects
Special
Education &
BD
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
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)
2. Teach behavior like academic skills, explicitly & deliberately
Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
3. Emphasize PBIS
as framework, not
curriculum
SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
4. Invest in multi-tiered systems logic
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 for ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
5. Invest in capacity
for implementation
fidelity
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
6. Give priority to
research-based
practices & systems
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.
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
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.
Academic-Behavior Connection
“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.
7. Work smarter by
doing a few effective
things very well
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Theora, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, Marcellus, Max, Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Marcellus, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma, Barney
Goal #2Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
Classroom
SWPBSPractices
Non-classroom Family
Student & Family
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
7. Guide decisions with data
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Dat
a D
ecis
ion
Mak
ing
8. Consider context &
culture
Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).
Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.
Positive Behavioral Interventions & Supports (PBL):
Lessons Learned - Part II
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Sep 15 2011
www.pbis.org www.scalingup.org www.cber.org
Delroy“PBL in
Classroom”
Tullamore“Tully One”
Condobolin “SMART”
Bathurst West “2011 Coaches
Award”
Willyama “Champion Certificate
Wellington “Buzzie”
Buninyong “Parent Letter”
Coonamblie “PBL Token
Codes”
Dubbo “Casual Teacher Portfolio”
Dubbo South “PBL Lessons”
Dubbo West “2011 Team Action Plan”
Forbes “Kid Pictures”
Gilgandra “Data Positive-
Negative”
Glenroi“Triangle Data”
Kelso “Supporting T2
with SW”
Middletown “Playground
Observations”
Mudgee “Teacher v.
Executive PB”
Narromine “PBL Lessons”
Parkes “Yindyamarra,
Bilingarra, Yawandyilinya”
Narromine “Flowcharts”
Orana “PBL Action Plan”
Orange “SW Behavior
Contracts”
Orange East “Good News
Postcard”
PBL in Western NSW
FROMDecrease in suspensions at Dubbo
TOTriangle data at Glenroi Heights
FROM
Parent Letter at
Buninyong
TO
Good New Postcard
at Orange EastFROMYindyamarra, Bilingarra,
Yawandyilinya at Parkes
TOCasual Teacher Portfolio at DubboFROM
PBL in Classroom at
Delroy
TO
Playground
Observations at
Middletown
Locally contextualized
Evidence-based
Essential elements
Creative & professional
Systems oriented
Data-supported
Student representation
!!!• Translate for staff.
• Give kid-examples for staff.
• Recommend teacher to
Executive.
• Support a peer.
• “How am I doing?” “How’s this
look?
LESSONS
LEARNED
Prevention for All
Teach behavior
Emphasize PBIS framework
Multi-tiered systems
Implementation fidelity
Research-based practices
Working smarter
Use data
Consider culture & context
PBIS Leadership
• Chicago, IL• 27-28 Oct
2011
Association for PBS
• Atlanta, GA• 15-26 Mar
2012
NE PBIS Leadership
• Cromwell, CT
• 17-18 May 2012
Upcoming Events
www.pbis.org/network
PURPOSE
Supporting & extending data
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)
Keys to Success
• Achieve desired outcome?Effective
• Doable by implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Systems Implementation LogicKeys to Success
PBLIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Classroom Implementation
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Leadership
Tier IIBehavior Expertise
Team & Data Driven
Increased Adult Monitoring
Increased Practice
Increased Opportunities for Positive Reinforcement
School-wide Integration
Precorrections
Continuous Progress Monitoring
Targeted Practices &
Systems
Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup
1 million workers, 80,000 managers, 400 companies
1. Do I know what is expected of me at work?
2. Do I have materials & equipment to do my work right?
3. At work, do I have opportunity to do what I do best every day?
4. In last 7 days, have I received recognition or praise for doing good work?
5. Does my supervisor, or someone at work, seem to care about me as person?
6. Is there someone at work who encourages my development?
7. At work, do my opinions seem to count?
8. Does mission/purpose of company make me feel my job is important?
9. Are my co-workers committed to doing quality work?
10. Do I have best friend at work?
11. In last 6 months, has someone at worked talked to me about my progress?
12. This last year, have I had opportunities at work to learn & grow?
High School & Successful
Organizations
Sustainability ConsiderationsContinuous progress monitoring & feedback to staff
Regular staff acknowledgements
Leadership modeling & involvement
Internal coaching capacity
Outcome- & evidence-based practice integration
District/regional support network
Modify implementation for efficiency & fidelity
GOALS 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name________________ Date ________
Rating Scale2 = Great
1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____
% of Pts _____Goal Met? Y N
Check In/Out Pt Card
Implementation Example:
Bullying Prevention
What is “bullying?”
Remember
“Label behavior, not
people…’
So, say, “bully behavior”
Behavior
Verbal/physical
aggression, intimidation, harassment,
teasing, manipulation
Why do bully behavior?
Get/obtain
E.g., stuff, things, attention, status, money, activity,
attention, etc.
Escape/avoid
E.g., same…but less likely
• Victim attention• Bystander attention• Self-delivered praise• Tangible access
Why is “why” important?
Teach effective, efficient, relevant alt. SS
Remove triggers
of BB
Add triggers
for alt. SS
Remove conseq.
that maintain
BB
Add conseq.
that maintain
SS
PREVENTION
De-emphasize adding consequence for problem behavior
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
Four basic strategies….if
you do nuthin’ else….
• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology
• Teach targeted social skills
• Reward social skills• Teach all• Individualize for non-
responsive behavior• Invest in positive
school-wide culture
Doesn’t Work Works
• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”
1. Teach commo
n strategy
to all
www.pbis.org
“Stop, Walk, Talk”
• Analyze problem setting• Reteach• Anticipate, remind, &
practice• Replace triggers &
maintainers• Reinforce desired
2. Precorrect Before, During,
After
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively Supervis
e
• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere
4. Reinforce Taught
Skills