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Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker, Ph.D. Institute on Violence and Destructive Behavior, University of Oregon
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Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Dec 16, 2015

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Page 1: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Expanding the Effectiveness of School-Wide PBIS Implementation

2010 National PBIS Leadership ForumOctober 14-15, 2010

Chicago, Illinois

Hill M. Walker, Ph.D.Institute on Violence and Destructive

Behavior, University of Oregon

Page 2: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 3: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Theme of Keynote: PBIS as an Exemplar of Evidence-Based Practice

in Schools: Past, Present, Future

• Creates a Positive School Culture

• Engages All School Staff in Meeting Student Needs

• Increases the Holding Power of the School

Page 4: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 5: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Bridging the Gap BetweenResearch and Practice

• Time lag between the availability of an EBP and its adoption and effective use on a broad scale within routine contexts can be vast.

-Cure for scurvy (Rogers, 1995).

-Time lag in mental health is estimated to be 20 years. -Time lag is at least this long in K-12 education.

• Typical barriers to adoption-Cost-Difficulty accessing-Philosophical objections-Resistance to change-Innovation takes too much time and effort

Page 6: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Factors Driving Interest in EBPs• National Legislation

– No Child Left Behind– Individuals with Disabilities Education Act

(2004 Reauthorization)

• Court Mandates

• Threats to School Security

Page 7: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Factors (Continued)

• Public Demand for Return on Investments in Federal Research

• Growing Interest in Prevention– Especially as an Alternative to Specialized

Accommodation and Special Education

• Development of Quality Standards by Professional Organizations

Page 8: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Where are Schools Re: New Evidence-Based Practices?

• Until the past decade, schools have been slow to adopt proven or promising EBPs.

Impact1. The vast majority of K-12 students have not

accessed effective interventions.2. Emerging pressures on educators to adopt and

implement best and preferred practices that have a solid evidence base.

Page 9: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Development of Innovations in Better Serving At-Risk Students has Ramped Up Substantially

in the Past Decade1. 3-tiered public health prevention model applied

to school contexts2. Advent of use of Response to Intervention

approaches for screening, identification and treatment

3. Strong interest by psychologists in conducting school-based research on conduct disorders

4. Priority of adapting promising programs for routine usage in school practices

Page 10: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 11: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 12: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Aldous Huxley “The Single Greatest Tragedy of Science is

the Cold-Blooded Slaying of a Beautiful Theory by an Ugly Fact.”

– Randomized Control Trials are often the Cruel Means by Which this Tragedy Occurs.

Page 13: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 14: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

What are the Origins of PBIS?• Grows Out of the Knowledge Base and

Behavioral Technology of Applied Behavior Analysis

• Applies the USPHS Model of Prevention to Schools (Primary, Secondary, Tertiary)

• Adopts Policy Logic from Mental Health and Juvenile Justice

Page 15: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 16: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

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Page 17: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,
Page 18: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Outstanding Features of PBIS•3-Tiered heuristic provides a conceptual framework and a scaffold for a whole-school approach to behavior management

•Uses archival school records and disciplinary referrals that allow estimation of a school’s status and efficiency

•Applies the concept of continuous positive support to student behavior

•Addresses all school settings

Page 19: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

What are the Factors that Make It Work?

• Consistent with the Priorities, Routines, Values and Operations of the School Context

• Is an Example of a Good Practice- Environment Fit

• PBIS Considers the School as a Dynamic System within a District and Community Context.

Page 20: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Factors (continued)• PBIS Integrates-Coordinates Key Components

that are Evidence-Based and Acceptable to Educators

• Strong focus on Implementation Fidelity that is Measured Regularly and Prompts Actions

• Allows Flexible Adaptation and Fine Tuning of PBIS Components

Page 21: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

School Context• Factors that Influence Educator Adoption of

New Practices:– Fits seamlessly into ongoing school routines– Consistent with school and educator values– Universal versus targeted interventions– Solves a high priority problem or issue– Time and effort costs are reasonable– Teacher perceives s/he has the skills and

resources to apply practice effectively

Page 22: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Efficacy Vs. Effectiveness (Schoenwald & Hoagwood, 2001)

• Efficacy – Intervention, practice or approach has been demonstrated to work under ideal conditions by their developers (e.g., under highly controlled, grant-funded conditions, with close supervision and monitoring of implementation fidelity).

• Effectiveness – Refers to demonstration of socially valid outcomes under normal conditions of usage in the target setting for which the intervention was developed. – Demonstrating effectiveness is far more difficult.– Many promising practices or programs fail to bridge the gap

between efficacy and effectiveness.

Page 23: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

R. Detrich (2008)

Page 24: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Why Has PBIS Been So Widely Accepted?

• Allows Schools to Respond to the Needs of All Students

• Promotes the Concept of Continuing, Positive Behavioral Support

• Carefully Defines Roles of Each PBIS Participant

Page 25: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Reasons (continued)• PBIS Provides Well-Developed Training

Materials

• Uses Checklists-Guidelines to Support User-Friendly Implementation– Atul Gawande, The Checklist Manifesto

• Allows Cost-Efficient Use of School Resources

Page 26: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Does PBIS Have a Role to Play in the Current Press for School Reform?

• PBIS Represents a Model of the Effective, Accountable School that is the Focus of School Improvement Efforts.

• PBIS Use of Discipline Referrals, the SET, and Regular Student Progress Monitoring are Essential for Improving Schools.

• To Solidify its Role, PBIS Needs to be a Part of ESEA and IDEA Reauthorizations.

Page 27: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

What are the Challenges Facing PBIS in the Next Decade?

• Develop a Participant and Advocacy Role for PBIS Involving Families

• Continue Focus on Innovation that Preserves the Dynamic Nature of PBIS

• Re-Commit to High Quality PBIS Implementation and Its Assessment

Page 28: Expanding the Effectiveness of School-Wide PBIS Implementation 2010 National PBIS Leadership Forum October 14-15, 2010 Chicago, Illinois Hill M. Walker,

Challenges (continued)• Continue Extending the Reach of PBIS to

Diverse Populations, Contexts and Problems

• Document the Cultural Responsiveness and Relevance of PBIS

• Show that Sustained PBIS Improves Student Achievement as well as School Behavior