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1
Theory of Ac+on,
ABA, & PBIS
2013 New England PBIS Forum
Norwood, MA
George Sugai
University of ConnecEcut Center on PosiEve Behavioral IntervenEons & Supports
Center for Behavioral EducaEon & Research 15 Nov 2013
www.pbis.org www.cber.org 2:50-4:05
PURPOSE
Highlight importance of grounding PBIS
practices & systems in both conceptually &
empirically sound implementation, &
describe how behavior analysis is reflected
within PBIS implementation
• Rationale
• Theory of Action
• ABA & PBIS in School Reform
• Guiding Principles
Today: School-wide
Reform
School Reform Problem Context
School violence Under-‐
achievement
Suspension &
expulsions
Disability
DisproporEonality & Equity
Restraint & seclusion
Bullying School
compleEon & dropping out
Delinquency
Substance use
School Climate
. . . . . . .
School
Reform
Players
Mental Heath Nursing
Juvenile JusEce
Special EducaEon
Physical & OccupaEonal Therapy
School Counseling, Social Work, & Psychology
Child, Family, & Community Health
General EducaEon
Higher EducaEon Early Childhood
& Preschool
Unions
Personnel PreparaEon
Federal Government
Business
ETC.
History: Shaping of
PBIS Framework
SYSTEMS!
PRACTICES!
DATA
!
Supporting!Staff Behavior!
Supporting!Student Behavior!
OUTCOMES!
Supporting Social Competence &!Academic Achievement!
Supporting!Decision!Making!
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Early PBIS Features
Leadership Team
Funding Visibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Emphasis on Prevention
• 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
PBIS Shapers
Kids Educators
Researchers
District, state, federal
administrators
Legislators
School psychologists, counselors, social
workers
Teacher trainers
Community mental health providers
Business people
Non-‐profits providers
Community organizers
Policy makers
Medical personnel
ETC.
“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
• Sugai & Horner (1994)
Integrate evid.-based practices in 3-tiered prevention logic
• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
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PBIS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS PBIS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
Pre-PBIS <1998
Research & Training Center
Positive Behavior Support
Effective Behavior Support
(PREPARE)
PBIS-I 1998-2003
PBIS Technical Assistance
Guide
Behavior Research
Center
3-tiered logic
PBIS-II 2003-2008
PBIS Implementation
Blueprint
NIRN-SISEP
Systems
PBIS-III 2008-2013
Response-to-Intervention
Evaluation Blueprint
Professional Development
Blueprint
PBIS-IV 2013-2018
Multi-tiered Support Systems
School-based Mental Health
School Reform
Abbreviated Timeline for PBIS Center
PBIS Framework
Features
PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on
Fidelity
IMPLEMENTATION
Effective Not Effective
PR
AC
TIC
E Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Universal
Targeted
Intensive
All
Some
Few Continuum of Support for
ALL
Dec 7, 2007
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUS PROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING
PBIS SWPBS, RtI-B,
MTBF
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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 • • • • • •
Homework
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., 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
RCT & Group Design PBIS Studies 6 Nov 2013
• 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
Theory of Action to
Address School Reform Defendable Theory of
Action
Theory-based explanation of phenomenon
Data based confirmation of
explanation
Implementation of explanation-based
actions
Data based confirmation of
effect
Parsimonious Comprehensive
Confirmable Replicable
Behavior Analytic
Approach Biology is important
Behavior is learned
Behavior & environment are functional
related Behavior is lawful, therefore
understandable & influence-able
Adjust environment to influence &
teach behavior
Setting Conditions Antecedents Behaviors Consequences
• Conditions • Strategy • Interpretation
School Reform Problem Context
School violence Under-‐
achievement
Suspension &
expulsions
Disability
DisproporEonality & Equity
Restraint & seclusion
Bullying School
compleEon & dropping out
Delinquency
Substance use
School Climate
. . . . . . .
School
Reform
Players
Mental Heath Nursing
Juvenile JusEce
Special EducaEon
Physical & OccupaEonal Therapy
School Counseling, Social Work, & Psychology
Child, Family, & Community Health
General EducaEon
Higher EducaEon Early Childhood
& Preschool
Unions
Personnel PreparaEon
Federal Government
Business
ETC.
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W/ defendable theory of action, you can…
Describe & understand conditions under which behavior occurs.
Use that understanding to develop strategy to affect likelihood that it will occur.
Explain results that you achieve & make adjustments if needed.
• Conditions • Strategy • Interpretation
Problem Context
School violence Under-
achievement
Suspension &
expulsions
Disability
Disproportionality & Equity
Restraint & seclusion
Bullying School
completion & dropping out
Delinquency
Substance use
School Climate
. . . . . . .
NOT Equal
STUDENT BEHAVIOR
ADULT BEHAVIOR OUTCOMES
• Aggression
• Bullying behavior
• Non-compliance
• Insubordination
• Social w/drawal
• Truancy
• Law/norm violations
• Substance use
• Weapon possession
• Harassment
• Self-injury
•
• Office referral
• In school detention
• Out of school suspension
• Probation & parole
• Arrests & incarceration
• Restraint & seclusion
• Mental health referral
•
• Disproportionality
• Dropping out
• School failure
• Mental illness
• School-to-prison pipeline
• Achievement gap
• Unemployment
• Delinquency
•
Apply Behavior Analytic Logic
Antecedents Behaviors Consequences
! CONTEXT
CONDITIONS STUDENT BEHAVIOR ADULT BEHAVIOR STUDENT OUTCOME
RIS
K
• Hunger • Chronic illness • Disability • Race • Gender • Violence & trauma
exposure • Unemployment • Gangs • Substance use • Mental illness •
• Aggression • Bullying behavior • Non-compliance • Insubordination • Social w/drawal • Truancy • Law/norm
violations • Substance use • Weapon
possession • Harassment • Self-injury • •
• Office referral • In school detention • Out of school
suspension • Probation & parole • Arrests &
incarceration • Restraint &
seclusion • Mental health
referral • •
• Disproportionality • Dropping out • School failure • Mental illness • School-to-prison
pipeline • Achievement gap • Unemployment • Delinquency • •
PREV
ENTI
VE-P
RO
TEC
TIVE
S
• Employment • Physical health • Recreation • Healthy diet • Preschool • Literacy exposure • Safe
neighborhoods • Positive role
models • •
• Problem solving • Conflict & anger
management • Asking for
assistance • Communicating
feelings • Literacy • Self-management
skills • Managing bullying
behavior • •
• Teach, supervise, reinforce
• Active supervision • Check in check out • Function-based
support • Positive
reinforcement • Precorrection • Opportunity to
respond • Generalization
training • Data-based
decision making • •
• Postsecondary education
• Employment • Family • Recreation &
leisure activities • Physical & mental
health • Positive peer group • Safe neighborhood • •
!
Setting Conditions Antecedents Student
Behaviors Consequences Setting Conditions Antecedents Adult
Behaviors Consequences
Prevention Logic for All Redesign of teaching environments…not students
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Add triggers &
maintainers of prosocial
behavior
Teach, monitor, &
acknowledge prosocial behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCE
PREVALENCE
Prevention Objectives Prevention Actions
Antecedents & Consequences Behavior
PBIS & Tiered Technical
Assistance
Universal
Targeted
Intensive
All
Some
Few Continuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
Intensive Continuum of
Support “Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Supports for all students are multi-tiered
Decoding
Writing
Technology
Instru
ction
Universal
Targeted
Intensive Continuum 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/ disabiliEes are mulE-‐Eered
Self-assess
Homework
Technology Behav
ior S
uppo
rt
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Universal
Targeted
Intensive Continuum of Support for
ALL “IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Supports fo schools are mulE-‐Eered
Technology
Writing
Crisis Prevention
Profes
siona
l
Develo
pmen
t
Universal
Targeted
Intensive Continuum of Support for
ALL “District: Literacy”
Dec 7, 2007
Bianchi M.S.
Ridley H.S.
Serrota E.S.
Trek E.S.
Davidson M.S.
LeMond. E.S.
Masi H.S.
Supports for districts are mulE-‐Eered
Look M.S.
Jamis E.S.
Schwinn M.S.
Tech
nical
Assist
ance
Universal
Targeted
Intensive Intensity, frequency, precision,
expertise, etc. of coaching,
data collection, performance feedback, embedded professional
development, administrative supervision, evaluation, etc. will
match intensity of required support
Continuum of Technical
Assistance
26 Sep 2013
Theory of Action &
Teaching Academic &
Social Behavior
Establishing Stimulus
Control
Teaching Academics & Behaviors
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
Establishing Stimulus Control
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/ Compute
r Lab Assembly 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. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Establishing Stimulus Control
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Circa 1996
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Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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
Culture & context in
PBIS implementation
Schools are diverse,
interesting, & multi-
cultural!
Local context defined by……
Gender
Family Structure
Sexual OrientaEon
Language
Values & Beliefs
SES
PoliEcal AffiliaEon
Racial IdenEty
NaEonality
Immigrant Status
Religion
GeneraEon Disability
Career
RecreaEon
Ethnicity
Neighborhood Work
Define culture
differently Philosophers
Sociologists
Psychologists
Anthropologists
PoliEcal ScienEsts
Historians
Educators
What do behaviorists say about culture?
“No degree of knowledge about the characterisEcs of groups or cultures can subs+tute for the analysis of the acEons of a given individual in their historical & situaEonal context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995
“A culture evolves when
pracEces… contribute to the success
of the pracEcing group in solving its problems” Skinner, 1981
“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”
NYTimes, M. Rich Aug 7 2012
• 13% w/ v. 7% w/o • 1 in 4 black K-12 students
High suspension correlated w/ • Low achievement • Dropout • Juvenile incarceration
>1 Susp. 1 Year
• 1 in 6 black • 1 in 13 Amer Indian • 1 in 14 Latinos • 1 in 20 Whites
Not correlated w/ race of staff
Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA
References • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). ConsideraEon of
culture and context in School-‐wide PosiEve Behavior Support: A review of current literature. Journal of Posi+ve Behavior Interven+ons, 14, 209-‐219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideraEon of culture and school-‐wide posiEve behavior support. Journal of Posi+ve Behavior Interven+ons, 14, 197-‐208, 10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-‐Bradway, J. (2011). Toward a conceptual integraEon of cultural responsiveness and school-‐wide posiEve behavior support. Journal of Posi+ve Behavior Interven+ons, 13, 219-‐229.
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Literature Review Summary
SWPBS can be adapted easily to diverse schools & cultural norms
SWPBS promotes the most frequently recommended strategies from descripEve literature
More experimental research needed
Fallon, O’Keeffe, & Sugai 2012
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
DifferenEates 1 group from others
PredicEng future behavior
Flexible, dynamic, & changed/shaped over Eme & across generaEons & sekng.
CollecEon of learned behaviors, maintained by similar social & environmental conEngencies
Sugai, O’Keeffe, & Fallon 2012
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
システム
実 践
データ
成 果
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
地域の文化、価値観を重視した、学業、社会的行動の目標を設定するこ
とを支援する
地域や学校の文化、価値観、エビデンスにもとづいた介入を支援する
スタッフが地域や学校の文化、価値観の重要性を知り、それをシステムに組み込むことを支援する
地域や学校の文化、価値観にとって妥当な測定や意思決定ができるように支援する
SYST
EMS
PRACTICES
DATA
Training +
Coaching +
Evaluation
Cultural/Context ConsideraLons
Improve “Fit”
Start w/ effecEve, efficient, & relevant, doable
Prepare & support
implementaEon
Implementation Fidelity
Maximum Student
Outcomes
Maximum Student
Outcomes
BASIC PBIS LOGIC 3
Chapter 8 Policy, Practice and People: Building Shared Support for School Behavioral Health Joanne Cashman, Mariola Rosser, and Patrice Linehan, with the Stakeholder Advisory to the ISF
Chapter 9 Understanding the Complexity of the Children and Families We Serve Krista Kutash and Al Duchnowski
Commentary on the ISF
Ecological Principles for Interconnecting School Mental Health and PBIS: Focusing on What Matters Most Marc Atkins
Appendices
Appendix A Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health Vittoria Anello and Mark Weist
Appendix B Building an Inclusive Community of Practice: Four Simple Questions
Appendix C Implementation Guide: Funding
Appendix D Implementation Guide: Evaluation Tools Appendix E Implementation Guide: District and Community Leadership Teams
Appendix F Selecting Mental Health Interventions with a PBIS Approach Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai
179-209
210-229
230-237
238-242
243-244
245-246
247-248
249-250
251-265
2TABLE OF CONTENTSContributing Authors Advisory to the ISF Meeting/Monograph Preface Overview Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support Susan Barrett, Lucille Eber, and Mark Weist, Editors
Chapter 1 An Introduction to the Interconnected Systems Framework Lucille Eber, Mark Weist, and Susan Barrett Chapter 2 Considerations for a School Mental Health Implementation Framework George Sugai and Sharon Stephan
Chapter 3 The Role of School Level Systems in the Interconnecting School Mental health and School-wide Positive Behavior Support Nancy A. Lever and Robert Putnam
Chapter 4 School Level Practices Steven W. Evans, Brandi Simonsen, and Ginny Dolan
Chapter 5 Interconnecting School and Mental Health Data to Improve Student Outcomes Dan Maggin and Carrie Mills
Chapter 6 The District/Community role in Advancing the Interconnected Systems Framework Mark Sander, Kathy Lane, Mark Vinciquerra, Jeanne Davis, Kelly Perales, and Rob Horner Chapter 7 Advancing the ISF in States Carl E. Paternite and Erin Butts
i-iv
v-vi
vii-viii
1-2
3-28
29-60
61-85
86-107
108-135
136-154
155-178
ADVANCING EDUCATION
EFFECTIVENESS:
INTERCONNECTING SCHOOL MENTAL HEALTH
AND SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
EDITORS: SUSAN BARRETT, LUCILLE EBER
& MARK WEIST
Consideration
Conclusions
1. Consider interaction of learning histories
2. Support all to support individuals
3. Work from a defendable theory of action
4. Give priority to selection of evidence-based practices
5. Work as team & use data for decisions
6. Invest in building local capacity for fidelity implementation
7. Decide based on student benefit
8. Do less to get more < = >
ORGANIZATION = group of individuals whose collective
behaviors are directed toward common goal & maintained by a
common outcome.
B.F. Skinner, 1953, Science of Human Behavior
PBIS
11/15/13
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PBIS Leadership Forum
Chicago, IL Oct 29-30, 2014
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