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PBIS: Mul*-‐*ered Systems of
Behavior Support
2013 GW/NASP Public Policy Ins7tute Washington DC
George Sugai
University of Connec7cut
July 18 2013 www.pbis.org
PURPOSE
Describe how PBIS relates to
MTSS & RtI in context of
prevention, school improvement, &
policy
• Defini7ons • Features • Implementa7on • Examples
School Reform
&
Behavior Support School Reform
School violence Under-‐
achievement
Suspension &
expulsions
Disability
Dispro-‐por7onality
Restraint seclusion Bulling
School comple7on & dropping out
Delinquency
Substance use
. . . . . . .
What’s under the “Table?”
“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
Troubling findings
School Reform
Mental Heath
Juvenile Jus7ce
Special Educa7on
Child, Family, & Com. Health
General Educa7on
Early Childhood & Preschool
Higher Educa7on
Unions
Policy Makers & Doers
Personnel Prepara7on
Federal Government
Business School Psychology
Post Secondary
. . . . . .
Players around Table
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Lesson Learned #1
“Start w/ Defendable
Theory of Action”
Defendable Theory of
Action
Theory-based explanation of phenomenon
Data based confirmation of
explanation
Implementation of explanation-based
actions
Data based confirmation of
effect
Multi-tiered Behavior Framework
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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
MTSS (MTBF)
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
PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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SYST
EMS
PRACTICES
DATA
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
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 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/ disabili7es are mul7-‐7ered
Self-assess
Homework
Technology
Universal
Targeted
Intensive Continuum of Support for
ALL “IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Schools are mul7-‐7ered
Technology
Writing
Crisis Prevention
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 LEAs are mul7-‐7ered
Look M.S.
Jamis E.S.
Schwinn M.S.
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Whole school or organization,
Data-driven,
Prevention-based framework for
Improving learning outcomes for
All students through
Layered continuum of
Evidence-based practices & systems
Multi-tiered Systems of
Support Lesson Learned #2
“Integrated
consideration of
academic & social
behavior success”
Getting Tough
Teaching to Corner
Nov 1985 Kappan
School Discipline Challenge: Academic & behavior
success (failure) are linked! 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
Teaching how to determine hypotenuse of triangle
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“C2 = A2 + B2 where C is side opposite right angle….”
“Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky because no right
angle….”
“Work w/ your partner & calculate hypotenuse of triangle for these 3
examples……”
“Work w/ another partner & do these 4 examples….”
Teaching social behaviors like academic skills
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”
“What are 2 different ways to ‘look cool’ w/ your friends?”
“That was great. What would that look like if you were stuck on the bus? In the
classroom?”
“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”
“Let’s watch this episode of _____. At the end, tell me one way that a friend was
helped when teased.”
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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
Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Classroom
SWPBS Practices
Non-classroom Family
Student
School-w
ide
• Smallest # • Evidence-based • Biggest, durable effect
SCHOOL-‐WIDE 1. 1. Leadership team
2. Behavior purpose statement
3. Set of posi7ve expecta7ons & behaviors
4. Procedures for teaching SW & classroom-‐wide expected behavior
5. Con7nuum of procedures for encouraging expected behavior
6. Con7nuum of procedures for discouraging rule viola7ons
7. Procedures for on-‐going data-‐based monitoring & evalua7on
EVIDENCE-‐BASED
INTERVENTIONPRACTICES
CLASSROOM 1. All school-‐wide 2. Maximum structure & predictability in rou7nes & environment
3. Posi7vely stated expecta7ons posted, taught, reviewed, prompted, & supervised.
4. Maximum engagement through high rates of opportuni7es to respond, delivery of evidence-‐based instruc7onal curriculum & prac7ces
5. Con7nuum of strategies to acknowledge displays of appropriate behavior.
6. Con7nuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT 1. Behavioral competence at school & district levels
2. Func7on-‐based behavior support planning
3. Team-‐ & data-‐based decision making
4. Comprehensive person-‐centered planning & wraparound processes
5. Targeted social skills & self-‐management instruc7on
6. Individualized instruc7onal & curricular accommoda7ons
NONCLASSROOM 1. Posi7ve expecta7ons & rou7nes taught & encouraged
2. Ac7ve supervision by all staff (Scan, move, interact)
3. Precorrec7ons & reminders
4. Posi7ve reinforcement
FAMILY ENGAGEMENT 1. Con7nuum of posi7ve behavior support for all families
2. Frequent, regular posi7ve contacts, communica7ons, & acknowledgements
3. Formal & ac7ve par7cipa7on & involvement as equal partner
4. Access to system of integrated school & community resources
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation Lesson Learned #3
“Consider
implementation process
for evidence-based
practices.”
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on
Fidelity
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
VIOLENCE PREVENTION
Positive predictable school-wide
climate High rates academic &
social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community
effort
“Don’t Throw Stones!”
IMPLEMENTATION
Effective Not Effective
PR
AC
TIC
E Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Classroom
PBIS Practices
Non-classroom Family
Student
School-w
ide
• Smallest # • Evidence-based • Biggest, durable effect
Classroom
Safe Schools
Family School-
wide
Student
Health LEA/SEA
Mental Health Juve
nile Justic
e
What would be the smallest # of evidence-based practices that would go into each circle? That might go in multiple circles?
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
Your School/Family/
Community
PBIS Practices & Systems
Implementation Fidelity
Academic & Behavior Success
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Stages of Implementation
• Exploration • Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Do less, better w/in clear
framework!
Implementation Phase Big Ideas
Plan for sustainable local implementation capacity at all levels
Monitor fidelity & progress continuously for decision making
Reduce to re-invest
Organize & decide around student outcomes & benefit
Establish policy for accountability, sustainability, & scaling
ESTABLISHING CONTINUUM of TECHNICAL ASSISTANCE
TARGETED, SPECIALIZED TA • • • • •
INTENSIVE, SUSTAINED TA • • • • •
UNIVERAL, GENERAL TA • • • • • •
Our obligation is to
differentiate our TA, PD,
PreSer., InServ.,etc. based on assessed
need.
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Lesson Learned #4
“Consider culture &
context in all
implementation
decisions”
Student
Teacher
Administrator Family
Community
Poten7al for cultural exchange & conflict
What do behaviorists say about culture?
“No degree of knowledge about the characteris7cs of groups or cultures can subs*tute for the analysis of the ac7ons of a given individual in their historical & situa7onal context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995
“A culture evolves when
prac7ces… contribute to the success
of the prac7cing group in solving its problems” Skinner, 1981
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
Differen7ates 1 group from others
Predic7ng future behavior
Flexible, dynamic, & changed/shaped over 7me & across genera7ons & sehng.
Collec7on of learned behaviors, maintained by similar social & environmental con7ngencies
Sugai, O’Keeffe, & Fallon 2012
________________ 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.
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
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Basic “Logic”
SYST
EMS
PRACTICES
DATA
Training +
Coaching +
Evaluation
Cultural/Context ConsideraEons
Improve “Fit”
Start w/ effec7ve, efficient, & relevant, doable
Prepare & support implementa7on
Implementation Fidelity
Maximum Student
Outcomes
“Are you willing to bet your next month’s paycheck on your decision?”
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/ high sustainable/durable fidelity?
If we do IT, what 2 things can we stop doing?