Positive Behavioral Interventions & Supports & School-based Mental Health Success Beyond Six Behavior Interventionistand Clinician Conference August 17, 2012Colchester, VT
George Sugai
Center on Positive Behavior Interventions & Supports
Center for Behavioral Education & Research
University of Connecticut
www.pbis.org www.cber.org
PURPOSEProvide brief overview of PBIS & important role of school-based behavioral & mental health
Intermediate/senior high school with 880
students reported over 5,100 office discipline
referrals in one academic year. Nearly 2/3 of
students had received at least 1 office discipline
referral.
“Take a Number”
5,100 referrals (odr)
@ 15 min/odr = 76,500 min
= 1,275 hrs admin time
@ 8 hr/day 159 days
Administrative Impact
5,100 referrals (odr)
@ 45 min/odr = 229,500 min
= 3,825 hrs instruction
@ 7 hr/day = 546 days
Instructional Impact
Give Priority to Effective Practices
Less Effective
Label Student
Exclude Student
Blame Family
Punish Student
Assign Restitution
Require Apology
More Effective
Invest in School-Wide
Teach & Reinf Soc Sk
Actively Supervise & Prevent
Individualization based on Competence
Consider Culture & Context
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
SWPBS Theoretical Foundations
Behaviorism
ABA
PBSSWPBS
aka PBIS
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
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
“Multi-Tiered Systems of Support”….
Whole-school, data-driven,
prevention-based framework for
improving learning outcomes for
all students through layered
continuum of evidence-based
practices & systems
Prevention Logic for AllRedesign of teaching environments…not students
Decrease developmen
t 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
“Early Triangle”
Walker, Knitzer, Reid, et al., CDC
(Walker et al., 1995, p. 201)
Prevention Logic
• Reduce # new• Reduce intensity of existing
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
Horner, Lewis, Sugai, Todd, Walker…1995
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
Writing
Tech
Universal
Targeted
IntensiveContinuum of
Support:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Align behavioral supports
Self-assess
Acc. Fdbk
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
NC Positive Behavior Support Initiative
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050
55
60
65
70
75
80
85
90
95
100
ReadingLinear (Reading)
ODRs
EO
G R
eadi
ng
rxy = -.44(n = 36)
Bob Algozzine
Schools w/ Low ODRs & High
Academic Outcomes
Office Discipline Referrals per 100 StudentsProp
ortio
n of
Stu
dent
s M
eetin
g St
ate
Aca
dem
ic
Stan
dard
PBIS in North Carolina
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 proceduresTargeted 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
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).
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.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics.
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. (in press). 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.
RCT & Group Design PBIS Studies
• 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
# Schools Involved in SWPBISINCOMPLETE (Aug 3 2012)
00 01 02 03 04 05 06 07 08 09 2010 2011 20120
2000
4000
6000
8000
10000
12000
14000
16000
18000 17,779
OSEP PBIS Center Aug 2012
PreK-K Elementary Middle High PreK-8 PreK-12 Others0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12.4 - Mean Percentage Students (2010-11 Reg Ed) (Majors Only)Students 0 or 1 Students 2 to 5 Students 6+
N = 2979 889 390 254
2%
7%
91%
5%
12%
83%
7%
15%
78%
4%
10%
86%
Most are responsive…but
some need a bit more.
PreK-K Elementary Middle High PreK-8 PreK-12 Others0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 12.5 - Mean Percentage ODRs (2010-11 Reg Ed) (Majors Only)
Students 0 or 1 Students 2 to 5 Students 6+
N = 2979 889 390 254
% of Students 9% 17% 22% 14%
33%
41%
25%
42%
39%
19%
44%
38%
17%
40%
39%
21%
75% 81% 83% 79%
And we know who they are!
Guide to Working Smarter
If we do IT, what 2 things can we stop doing?
Does IT align with our most important student outcomes?
Does IT have high probability of delivering expected outcomes?
Do we have capacity to implement IT w/ sustainable/durable fidelity?
Integrated PBIS Response to Bullying
Bullying Requirements
Bullying Coordinator
School Climate
Data Systems
Event Reporting
Response Team
School & Community
Staff Prof Dev
Evid-base Practices
PBIS features
Coach/Team Leader
Preventive Tier I
SWIS
Continuous SWIS
Leadership Team
School & Family
Local Behavior Expertise
RCT & SSR Research
SERC
CT Anti-Bullying LawPublic Act 11-
232 SERC April
2012
Data-based Decision Making
Data used to…..
1. Specify/define need
2. Select right evidence-based solution
3. Monitor implementation fidelity
4. Monitor progress
5. Improve implementation
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
SupportingDecisionMaking
Vincent, Randall, Cartledge, Tobin, &
Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press x2
CULTURALLYRELEVANT
CULTURALLYVALID
CULTURALLYKNOWLEDGEABLE
CULTURALLYEQUITABLE
“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 GillespieCenter for Civil Rights Remedies at UCLA
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective,
efficient, & relevant, doable
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
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
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
Classroom
SWPBSPractices
Non-classroom Family
Student
School-wide
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
1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-wide
expected behavior5. Continuum of procedures for encouraging expected
behavior6. Continuum of procedures for discouraging rule
violations7. Procedures for on-going data-based monitoring &
evaluation
School-wide
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
