1. SRBI/PBIS Implementation: Considerations George Sugai & Jen Freeman Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 16 October 2015 www.pbis.org www.neswpbs.org www.cber.org

2. www.pbis.org Presentations

3. SRBI- a&b aka PBIS, MTSS-B, MTBF, RtI-B… Framework Continuum Academically All

4. Common Vision/Values Common Language Common Experience Quality Leadership Effective Organizations Features of Effective Organizations “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior Classroom School District State

5. SYSTEMS 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

6. SRBI Functions SRBI = PBIS, RtI, MTSS

7. CONSIDERATIONS 1.Base decisions on student benefit 2.Apply SRBI similarly to academics & social behavior 3.Consider academic & behavior together 4.Prevent academic & behavior errors 5.Teach academic & social behavior 6.Align & integrate whenever possible 7.Focus on function rather than label, position, or title CONSIDERATIONS 1.Base decisions on student benefit 2.Apply SRBI similarly to academics & social behavior 3.Consider academic & behavior together 4.Prevent academic & behavior errors 5.Teach academic & social behavior 6.Align & integrate whenever possible 7.Focus on function rather than label, position, or title

8. 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 Logic ALL SOME FEW

9. CONSIDERATIONS 1.Multi-tiered system of support is a logic characterized by (a) student outcomes, (b) aligned evidence-based practices, (c) continuous support for implementers, & (d) data based decision rules 2.Differentiated continuum of behavior support developed for all settings: school-wide, classroom, grade level, non-classroom settings 3.Selection of evidence-based practices based on characteristics of setting & students 4.Behavior & academic supports integrated 5.School & community supports aligned & integrated CONSIDERATIONS 1.Multi-tiered system of support is a logic characterized by (a) student outcomes, (b) aligned evidence-based practices, (c) continuous support for implementers, & (d) data based decision rules 2.Differentiated continuum of behavior support developed for all settings: school-wide, classroom, grade level, non-classroom settings 3.Selection of evidence-based practices based on characteristics of setting & students 4.Behavior & academic supports integrated 5.School & community supports aligned & integrated

10. “When programs & practices effectiveness have been demonstrated by causal evidence, generally obtained through high quality outcome evaluations.” National Institute of Justice “Causal evidence that documents a relationship between an activity, treatment, or intervention and its intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal evidence depends on the use of scientific methods to rule out, to the extent possible, alternative explanations for the documented change” National Institute of Justice “EBPs are practices that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred &that demonstrate meaningful effects on student outcomes” Cook & Cook, 2013 “EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, & preferences.” American Psychological Association, 2006 “Strong evidence means that the evaluation of an intervention generates consistently positive results for the outcomes targeted under conditions that rule out competing explanations for effects achieved (e.g., population & contextual differences)” HHS SAMHSA, 2009 Samples of Definitions for “Evidence-based” “An approach in which current, high- quality research evidence is integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.” ASHA, www.asha.org “Process in which the practitioner combines well-research interventions with clinical experience, ethics, client preferences, & culture to guide & inform the delivery of treatments & services” Socialworkpolicy.org, 2015 “Treatment or service, has been studied, usually in an academic or community setting, & has been shown to be effective, in repeated studies of the same practice and conducted by several investigative teams.” National Alliance on Mental Health, 2007

11. COMMON FEATURES 1.Empirical Support Functional relationship Meaningful effect size Replication Context information 2.Student Fit Need Priority 3.Contextual-Environmental Fit Language Developmental Educational Cultural COMMON FEATURES 1.Empirical Support Functional relationship Meaningful effect size Replication Context information 2.Student Fit Need Priority 3.Contextual-Environmental Fit Language Developmental Educational Cultural

12. Continuum Logic SECONDARY PREVENTION (Tier 2) TERTIARY PREVENTION (Tier 3) PRIMARY PREVENTION (Tier 1) Most individualized Most differentiated Most specialized Group implemented More differentiated More specialized All students All staff All settings

13. CONSIDERATIONS 1.Access & opportunity are cumulative 2.Focus is on function (practice & system) rather than label, position, or title 3.Intensity increases based on responsiveness to intervention 4.Intensity increases w/r to precision, engagement, supervision, feedback, instruction, practice, teamwork, etc. 5.Continuum logic applied to any organization (classroom, grade level, department, school, etc.) 6.Continuum logic aligned across organizations CONSIDERATIONS 1.Access & opportunity are cumulative 2.Focus is on function (practice & system) rather than label, position, or title 3.Intensity increases based on responsiveness to intervention 4.Intensity increases w/r to precision, engagement, supervision, feedback, instruction, practice, teamwork, etc. 5.Continuum logic applied to any organization (classroom, grade level, department, school, etc.) 6.Continuum logic aligned across organizations

14. 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 Precision Engagement Feedback Practice Teamwork

15. Alignment & Integration Student Outcomes Evidence- based Practices Implementation Systems Data Decisions TEAM Administration Counseling General Education Instruction & Curriculum Nursing Occupational Therapy Physical Therapy Psychology Resource Officers Social Work Special Education Mental Health TEAM Administration Counseling General Education Instruction & Curriculum Nursing Occupational Therapy Physical Therapy Psychology Resource Officers Social Work Special Education Mental Health

16. Selection, Alignment, & Integration Process

17. CONSIDERATIONS 1.Bottom line is student benefit 2.Process is dynamic & continuous 3.Decisions must be educationally & empirically defendable 4.Resources are finite…if something is added, something must be subtracted 5.Selections must be based on probability of biggest effect CONSIDERATIONS 1.Bottom line is student benefit 2.Process is dynamic & continuous 3.Decisions must be educationally & empirically defendable 4.Resources are finite…if something is added, something must be subtracted 5.Selections must be based on probability of biggest effect

18. Upcoming Events

19. Jennifer.freeman@uconn.edu George.sugai@uconn.edu www.pbis.org www.neswpbis.org