maximizing impact of pbis implementation at school & district levels george sugai osep center on...
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Maximizing Impact of PBIS Implementation at School &
District Levels
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
June 15 2011
www.pbis.org www.scalingup.org www.cber.org
PURPOSE
Examination of practices &
systems for maximizing PBIS
implementation outcomes
Celebrate successes & accomplishments
Describe lessons learned at national level
Review PBIS basics
Link implementation fidelity & student outcomes
Show data
Link evidence-base practices to implementation science
“Notes to Self”
SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule Rob Horner for our in-service day”
“Let’s do SWPBS during morning advisory”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“She’s a tier 3 kid; give her 2 day suspension”
“Shut up, & show me some respect”
Implementation
ChallengeLack of expert
capacity
Competing initiatives
Lacking implementation
framework
Nondata-based decision making Insufficient
resources
Limited differentiation
No theory of action or change
Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
4 “Big Idea” Basics& brief history
PBIS History
1980s SW
Discipline Problem
Reactive
Non-constructive
Emphasis on punishment
Poor implementation
fidelity
Limited effects
Special
Education &
BD
“Abbreviated” SWPBS History
1980s RTC
1988 PBS
1991 Proj PREPARE
1997 EBS Demo 1997 IDEA-r
1998 PBIS-I
2000 PBIS TA Guide
2001 OR Beh Res Ctr 2002 PBIS-II
2004 PBS Impl Blue
2007 SISEP
2008 PBIS-IIIJan 2010
SWPBS Eval Blue
Mar 2010 SWPBS Impl
Blue
May 2010 SWPBS Train
Blue
2011 Implementation Sustainability &
Scaling
SWPBS FoundationsColvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
“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)
“Early Triangle”
(p. 201)Walker, Knitzer,
Reid, et al., CDC
Changing Adult Behavior
1.
“Change is slow,
difficult, gradual process
for teachers
2.
“Teachers need to receive regular
feedback on student learning
outcomes”
3.
“Continued support & follow-up
are necessary after initial training”
Guskey, 1986, p. 59
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
RESEARCH & THEORY to
* Responsiveness to intervention
* Positive behavioral interventions & supports
* Prevention
EVIDENCE-BASED PRACTICES to
* Causal relationship
* Replication
* Effect size
PROFESSIONAL DEVELOPMENT to
* Acquisition & fluency
* Sustained generalized responding
* Accommodation, adaptation, & diversity
IMPLEMENATION
* Evaluation outcome data
* Implementation fidelity
* Continuous regeneration
* Sustainability & scaling
“BIG PICTURE”
Basic #1
Foundational basics
Invest in prevention
Biglan 1995 Definition
Decrease development of NEW occurrences of
problem behavior
Decrease intensity, frequency, & severity of
EXISTING problem behavior
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
Emphasize
implementation
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
Integrate outcome, data, practices, & systems
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Invest in multi-tiered
prevention 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
Basic #2
W/in effective & efficient
implementation framework,
differentiate academic &
behavior support
Adopt doable implementation “blueprint” or approach
Implementation Levels
Student
Classroom
School
State
District
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Embed “Response-to-
Intervention” logic &
principles
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
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
Etc.
Literacy & Writing
Numeracy &
SciencesSWPBS
Specials
Social Sciences
Responsiveness to Intervention
Universal
Targeted
IntensiveContinuum of
Support for ALL“IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Align supports
Technology
Writing
Ex: Less time to do more
Reform NonReform0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
82%93%
18%7%
170 Instructional DaysReform v. NonReform
% Lost% Remain.
19 (11%) fewer inst. days
Universal
Targeted
IntensiveContinuum of
Support for ALL“District: Literacy”
Dec 7, 2007
Bianchi M.S.
Specials
Serrota E.S.
Trek E.S.
Davidson M.S.
Science
Masi H.S.
Align supports
Look M.S.
Jamis E.S.
Look M.S.
CONTEXTor
SETTING
Teacher Practice
Student Behavior
School Reform
District Operations
Continua of Responsiveness
& Support
Integrate literacy &
behavior
implementation &
supports
Elementary School Suspension Rate
PBIS in Virginia
Elementary School
PBIS in Virginia
Improvements in behavior can be associated with improvements in
academic outcomes
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
Reading
Linear (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 Students
Pro
po
rtio
n o
f S
tud
ents
Mee
tin
g S
tate
Aca
dem
ic
Sta
nd
ard
PBIS in North Carolina
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.
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Align professional development & support with implementation phase
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
Basic #3
Invest in accurate, fluent, &
relevant implementation of
evidence-based practices
Implement evidence-based practice with fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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
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 #2
Goal #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•
~15%
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
Basic #4
Always consider local
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.
Big, sustained outcomes are about planned & systemic implementation of effective practices w/ integrity =
1.
• Link effective practice with effective implementation
2.
• Integrate outcomes, data, practices & systems
3.
• Differentiate implementation & support
4.
• Do a few, very important effective things very well together
5.
• Adopt a doable implementation “blueprint” or approach
6.
• Establish support based on implementation phase
7.
• Integrate initiatives around educationally important measurable outcomes
8.
• Re-generate continuously based on continuous progress monitoring
Predictable work environments are places
where employees (Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where educators, students, family members, etc….
1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their
efforts are important8. See students/teachers/principals around them committed to
doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.
1 million workers, 80,000 managers, 400 companies
