MTSS/PBIS: Positive Learning Learning Environments for All George Sugai OSEP Center on PBIS Center on Positive Behavioral Interventions & Supports University.

MTSS/PBIS: Positive Learning

Learning Environments for All

George Sugai

OSEP Center on PBISCenter on Positive Behavioral Interventions & Supports

University of Connecticut29 July 2015

www.pbis.org www.neswpbs.org www.cber.org

www.pbis.org

Presentations

Three Questions

1. Why is MTSS/PBIS important?

2. What are core features of PBIS

3. What is required to implement

PBIS with fidelity?

SWPBS Feature Action1. What is 1 thing you learned that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Action Steps - Homework

Why MTSS/PBIS?

School Climate & Discipline

School Violence & Mental Health

Disproportionality & School-Prison Pipeline

School Climate Transformation

Grant (SCTG)

• 12 SEA sites• 71 LEA sites

(23 states)

National Youth Forum

• 10 large cities

Project Prevent

• 22 dist.

AWARE Grant

• 20 SEA sites • 100 LEA

sites• 9 also

SCTG sites

US Depart. of Educ.

OSEP & OSHS

US Depart. of Just.

OJP & OJJDP

US Depart of Health & Human

Serv.

SAMHSA

Multi-Agency Effort

Getting Tough

Teaching to Corner

Nov 1985 KappanSchool Discipline

Challenge:Academic & behavior success (failure) are

linked!

MTSS

RtI

MTBF

RtI-B PBIS

SWPBS

MTSS-B

MTSS/PBIS aka SWPBS, MTSS-B, MTBF, RtI-B…

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-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURESMTSS/PBIS

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%

MTSS: CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

Few

Dec 7, 2007

Continuum of Support

for All

SWPBS: Core Practice Features

SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•

TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making

Prec

isio

n

Enga

gem

ent

Feed

back

Prac

tice

Team

wor

k

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

PBIS emphasis

Positive School

Climate

Did you feel that!

VIOLENCE PREVENTION

Positive predictable school-wide

climateHigh rates

academic & social success

Formal social skills instruction

Positive active supervision & reinforcement

Positive adult role models

Multi-component, multi-year school-family-community

effort

VIOLENCE PREVENTION

• 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)

HOW?

Establish positive school

climate Maximizing academic success

Teaching important social

skills

Recognizing good behavior

Modeling good behavior

Supervising actively

Communicating positively

Biglan, Colvin, Hoagwood, Mayer, Patterson,

Reid, Walker

Common Vision/Values

Common Language

Common Experience

QualityLeadership

Effective Organizations &Positive Classroom & School Climates

GOAL: “Big Outcome”

Teaching social

skills explicitly

Works for me!

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules

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

“Power of Habits”Charles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Wait

Walk

Ignore

Try

Satisfied?!

Entertained?!

Teasing stops?!

Work removed?!

CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit)

Subtitle: “Why We Do What We Do in Life & Business”

Establishing/Replacing HabitCharles Duhigg (2014)

CUE• Remove

competing cue

• Add desired cue

HABIT• Teach

acceptable alternative

• Teach desired alternative

REWARD• Remove

reward for old habit

• Add reward for new habit

All three elements are addressed in SSI

DEFINE simply

MODEL w/ range examples

PRACTICE in natural

setting

Supervise, ACKNOW-

LEDGE, reteach

ADJUST based on progress

Generic Teaching Approach

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching calculating hypotenuse of triangle

“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….”

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching social behaviors like academic skills

“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”

“Watch. This is how I would do it at a

concert.”

“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.”

“Tell me how you would do it if you were in hallway.” “At school

dance.”

Emphasizing & Teaching Positive

Expectations

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer 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

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Acknowledge & Recognize

Consider culture &

context

Where’d you learn that?

Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

Concluding Comments

Big Ideas & Homework

Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

General Implementation

Process

State/Country

District

School

Students

Staff

Principal, Superintendent

All Staff, Students,Administrators

= Coaching

Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)

RCT & Group Design PBIS StudiesBradshaw, 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

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. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

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. (2012). 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, 116(2), 149-156

2014

“Wagering next month’s salary!!”

• 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

SWPBS Feature Action1. What is 1 thing you learned that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Action Steps - Homework

Common Vision/Values

Common Language

Common Experience

QualityLeadership

Effective Organizations &Positive Classroom & School Climates

GOAL: “Big Outcome”

Upcoming Eventswww.pbis.org

PBIS Forum

Oct 22-23, 2015

Rosemont IL

SMH Conference

Nov 5-7, 2015

New Orleans,

LA

New England

PBIS

Nov 19-20, 2015

Norwood, MA

APBS Conf.

Mar 23-26, 2016

San Francisco,

CA

Northeast SWPBS Conf.

May 19-20, 2016

Mystic, CT

[email protected]

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[email protected]

www.pbis.org