Positive Behavioral Interventions & Supports: School-based Prevention George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Positive Behavioral Interventions & Supports: School-based Prevention

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

[email protected]

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

www.pbis.org

• 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)

PBIS is about….

PBIS (aka SWPBS) isFramework

Continuum

Academically

All

Biglan, 1995; Mayer, 1995; Walker et al., 1996

INCIDENCEPREVALENCE

Prevention Objectives Prevention Actions

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

Continuum 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

Homework

Technology

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

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•

ExampleExample

MTSSPBIS

Maximum Student Benefits

Fixsen & Blase, 2009

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

88% 69%

08%

17%

04%14%

2%

7%

91%

5%

12%

83%

7%

15%

78%

4%

10%

86%

% of Students 9% 17% 22% 14%

33%

41%

25%

42%

39%

19%

44%

38%

17%

40%

39%

21%

75% 81% 83% 79%

PBISBasic

“Logic”SYST

EMS

PRACTICES

DATATraining

+Coaching

+Evaluation

Cultural/Context Considerations

Improve “Fit”Improve “Fit”

Start w/ effective,

efficient, & relevant, doable

Start w/ effective,

efficient, & relevant, doable

Prepare & support

implementation

Prepare & support

implementation

ImplementationFidelity

MaximumStudent

Outcomes

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., 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.

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, 166(2), 149-156.

• 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

CommonVision/Values

Common Language &

Behaviors

Common Experience

QualityLeadership

EffectiveOrganizations