MTBS Jul 18 NASP policy ver 2 HAND - PBIS.org Home · PDF file7/24/13 2 ” Defendable Theory of Action Theory-based explanation of phenomenon Data based confirmation of explanation

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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?