Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I

Positive Behavioral Interventions & Supports (PBL):

Lessons Learned – Part I

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Sep 15 2011

www.pbis.org www.scalingup.org www.cber.org

PURPOSE

Examination of lessons learned

from 15 years of PBIS (PBL)

implementation

Celebrate successes & accomplishments

Support development of PBL Network

Review PBIS basic & advanced content

Link implementation fidelity & student outcomes

Extend evidence-base

Enable durable & effective implementation

“Notes to Self”

8 Big Lessons

(9 data pt 2)

“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)

LESSONS

LEARNED

Prevention for All

Teach behavior

Emphasize PBIS framework

Multi-tiered systems

Implementation fidelity

Research-based practices

Working smarter

Use data

Consider culture & context

1. Invest in prevention for ALL

1980s SW

Discipline Problem

Reactive

Non-constructive

Emphasis on punishment

Poor implementation

fidelity

Limited effects

Special

Education &

BD

Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem

behaviors

Teach, monitor, &

acknowledge prosocial behavior

Redesign of teaching environments…not students

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students(Zins & Ponti, 1990)

2. Teach behavior like academic skills, explicitly & deliberately

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly 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. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

3. Emphasize PBIS

as 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

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

4. Invest in multi-tiered systems 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

5. Invest in capacity

for implementation

fidelity

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

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

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

6. Give priority to

research-based

practices & systems

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

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.

7. 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 #2Goal #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•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

7. 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

8. Consider 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.

Positive Behavioral Interventions & Supports (PBL):

Lessons Learned - Part II

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Sep 15 2011

www.pbis.org www.scalingup.org www.cber.org

Delroy“PBL in

Classroom”

Tullamore“Tully One”

Condobolin “SMART”

Bathurst West “2011 Coaches

Award”

Willyama “Champion Certificate

Wellington “Buzzie”

Buninyong “Parent Letter”

Coonamblie “PBL Token

Codes”

Dubbo “Casual Teacher Portfolio”

Dubbo South “PBL Lessons”

Dubbo West “2011 Team Action Plan”

Forbes “Kid Pictures”

Gilgandra “Data Positive-

Negative”

Glenroi“Triangle Data”

Kelso “Supporting T2

with SW”

Middletown “Playground

Observations”

Mudgee “Teacher v.

Executive PB”

Narromine “PBL Lessons”

Parkes “Yindyamarra,

Bilingarra, Yawandyilinya”

Narromine “Flowcharts”

Orana “PBL Action Plan”

Orange “SW Behavior

Contracts”

Orange East “Good News

Postcard”

PBL in Western NSW

FROMDecrease in suspensions at Dubbo

TOTriangle data at Glenroi Heights

FROM

Parent Letter at

Buninyong

TO

Good New Postcard

at Orange EastFROMYindyamarra, Bilingarra,

Yawandyilinya at Parkes

TOCasual Teacher Portfolio at DubboFROM

PBL in Classroom at

Delroy

TO

Playground

Observations at

Middletown

Locally contextualized

Evidence-based

Essential elements

Creative & professional

Systems oriented

Data-supported

Student representation

!!!• Translate for staff.

• Give kid-examples for staff.

• Recommend teacher to

Executive.

• Support a peer.

• “How am I doing?” “How’s this

look?

LESSONS

LEARNED

Prevention for All

Teach behavior

Emphasize PBIS framework

Multi-tiered systems

Implementation fidelity

Research-based practices

Working smarter

Use data

Consider culture & context

PBIS Leadership

• Chicago, IL• 27-28 Oct

2011

Association for PBS

• Atlanta, GA• 15-26 Mar

2012

NE PBIS Leadership

• Cromwell, CT

• 17-18 May 2012

Upcoming Events

www.pbis.org/network

PURPOSE

Supporting & extending data

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students(Zins & Ponti, 1990)

Keys to Success

• Achieve desired outcome?Effective

• Doable by implementer?Efficient

• Contextual & cultural?Relevant

• Lasting?Durable

• Transportable?Scalable

• Conceptually Sound?Logical

Systems Implementation LogicKeys to Success

PBLIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Classroom Implementation

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Leadership

Tier IIBehavior Expertise

Team & Data Driven

Increased Adult Monitoring

Increased Practice

Increased Opportunities for Positive Reinforcement

School-wide Integration

Precorrections

Continuous Progress Monitoring

Targeted Practices &

Systems

Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup

1 million workers, 80,000 managers, 400 companies

1. Do I know what is expected of me at work?

2. Do I have materials & equipment to do my work right?

3. At work, do I have opportunity to do what I do best every day?

4. In last 7 days, have I received recognition or praise for doing good work?

5. Does my supervisor, or someone at work, seem to care about me as person?

6. Is there someone at work who encourages my development?

7. At work, do my opinions seem to count?

8. Does mission/purpose of company make me feel my job is important?

9. Are my co-workers committed to doing quality work?

10. Do I have best friend at work?

11. In last 6 months, has someone at worked talked to me about my progress?

12. This last year, have I had opportunities at work to learn & grow?

High School & Successful

Organizations

Sustainability ConsiderationsContinuous progress monitoring & feedback to staff

Regular staff acknowledgements

Leadership modeling & involvement

Internal coaching capacity

Outcome- & evidence-based practice integration

District/regional support network

Modify implementation for efficiency & fidelity

GOALS 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name________________ Date ________

Rating Scale2 = Great

1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____

% of Pts _____Goal Met? Y N

Check In/Out Pt Card

Implementation Example:

Bullying Prevention

What is “bullying?”

Remember

“Label behavior, not

people…’

So, say, “bully behavior”

Behavior

Verbal/physical

aggression, intimidation, harassment,

teasing, manipulation

Why do bully behavior?

Get/obtain

E.g., stuff, things, attention, status, money, activity,

attention, etc.

Escape/avoid

E.g., same…but less likely

• Victim attention• Bystander attention• Self-delivered praise• Tangible access

Why is “why” important?

Teach effective, efficient, relevant alt. SS

Remove triggers

of BB

Add triggers

for alt. SS

Remove conseq.

that maintain

BB

Add conseq.

that maintain

SS

PREVENTION

De-emphasize adding consequence for problem behavior

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

Four basic strategies….if

you do nuthin’ else….

• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology

• Teach targeted social skills

• Reward social skills• Teach all• Individualize for non-

responsive behavior• Invest in positive

school-wide culture

Doesn’t Work Works

• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”

1. Teach commo

n strategy

to all

www.pbis.org

“Stop, Walk, Talk”

• Analyze problem setting• Reteach• Anticipate, remind, &

practice• Replace triggers &

maintainers• Reinforce desired

2. Precorrect Before, During,

After

• Move• Scan• Interact positively• Model expectations• Reward appropriate

behavior• Remind & precorrect

3. Actively Supervis

e

• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere

4. Reinforce Taught

Skills