1. Responsiveness to Intervention & School-wide Positive Behavior Support George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22 2010 www.pbis.org www.cber.org www.swis.org

2. My Worry “Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “ That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

3. Immediate & seductive solution….”Get Tough!” Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line”... Predictable individual response

4. Reactive responses are predictable…. When we experience aversive situation, we want select interventions that produce immediate relief –Remove student –Remove ourselves –Modify physical environment –Assign responsibility for change to student &/or others

5. When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming …..Predictable systems response !

6. Erroneous assumption that student… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

7. But….false sense of safety/security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

8. Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences …….. Do learn better ways of behaving by being taught directly & receiving positive feedback

9. 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) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort 9

10. PURPOSE Describe school-wide positive behavior supports (aka PBIS) in Response to Intervention context.

11. SWPBS Features

12. SWPBS is 12

13. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements 13

14. Stolen w/ permission from MN Jan 28, 2010 OUTCOMES SYSTEMS Supporting Staff Behavior & Implementation Fidelity DATA Supporting Decision Making PRACTICES Evidence-based, preventive Supporting Social Competence & Academic Achievement 14

15. 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 15

16. RtI 16

17. Responsiveness to Intervention

18. 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 18

19. All Some Few RTI Continuum of Support for ALL Dec 7, 2007

20. Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people 20

21. Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people 21

22. ~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 ~15%

23. Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect 23

24. Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. www.pbis.org “Is SWPBS evidence- based practice?” 24

25. SCHOOL-WIDE 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 25

26. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started” 26

27. SWPBS Implementation Blueprint www.pbis.org 27

28. 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

29. Family Teaching Matrix SETTING At home Morning Routine Homework Meal Times In CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES 29

30. Pre Post Sustained impact is real success 30

31. ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time Increased minutes for administrators be instructional leaders 31

32. ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time Increased minutes for academic engagement & opportunities to respond 32

33. NC Positive Behavior Support Initiative Bob Algozzine Schools w/ Low ODRs & High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard PBIS in North Carolina

34. Elementary School Suspension Rate PBIS in Virginia 34

35. Elementary School PBIS in Virginia Improvements in behavior can be associated with improvements in academic outcomes 35

36. PBIS in Vermont Decreasing high risk behavior by using evidence-based curriculum (RtI) 36

37. 84% 58% 11% 22% 05% 20% 37

38. Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience Kids Benefit Effective Practice