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Positive Behavioral Interventions & Supports for All Students Nijmegen, Netherlands George Sugai University of Connecticut Center on Positive Behavioral.

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Presentation on theme: "Positive Behavioral Interventions & Supports for All Students Nijmegen, Netherlands George Sugai University of Connecticut Center on Positive Behavioral."— Presentation transcript:

1 Positive Behavioral Interventions & Supports for All Students Nijmegen, Netherlands George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research 17 September

2 PURPOSE Describe features & examples of positive behavioral interventions & supports Rationale PBIS Features PBIS Data Example

3 Why PBIS?

4 PBIS is about….

5 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)

6 Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013

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10 Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCEPREVALENCE Prevention ObjectivesPrevention Actions Antecedents & Consequences Behavior

11 Who are we?

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13 Your learning history & culture shapes

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15 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.

16 SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations Culturally Relevant & Effective Instruction Culturally Knowledgeable Teachers Culturally Valid Information for Decisions

17 What is PBIS?

18 PBIS (aka SWPBS) is Framework Continuum Academically All

19 PBIS

20 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW All: Baker, 2005 JPBI; Eber, 2012

21 All Some Few Continuum of Support for ALL Dec 7, 2007

22 Continuum of Support “Theora” Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology

23 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

24 Continuum of Support for ALL: “________” Dec 7, 2007 __________ _________ ________ __________ _______ _________ ________ ___________ _________ __________

25 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 Homework

26 1-5% 5-10% 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 SystemsBehavioral Systems Circa 1996

27 Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 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, 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, 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, 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, Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, Academic-Behavior Connection

28 PBIS Implementation

29 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making

30 SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations Culturally Relevant & Effective Instruction Culturally Knowledgeable Teachers Culturally Valid Information for Decisions

31 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

32 Agreements Team Make plan Do itIs it working? Process Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013

33 Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

34 SCHOOL-WIDE 1.1. 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 INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.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 NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.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

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36 Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus 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. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

37 Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

38 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), 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), 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, 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, 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), 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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), RCT & Group Design PBIS Studies May

39 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

40 “Don’t Throw Stones!” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

41 Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity

42 SWPBS Implementation Blueprint

43 Basic “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes

44 Common Vision/Values Common Language Common Experience PBIS GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented SWPBS Quality Leadership Effective Organizations


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