Positive Behavioral Interventions & Supports: Basics, Updates, & Refinements George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut 12 June 2015 www.pbis.org www.neswpbs.org www.swis.org George.sugai@uconn.edu

www.pbis.org Presentations www.neswpbs.org

PURPOSE Celebrate 8th annual NYC PBIS event, & review fundamentals, give updates, & share refinements

www.neswpbs.org Implementation Blueprint Best Practices Classroom Management Guide Team Implementation Checklist

Action Steps (“Homework”) SWPBS Feature Action 1. What is 1 thing you learned about PBIS & ISF that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your working environment to increase likelihood of doing above?

Why?

School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline

US Depart of Health & Human Serv. US Depart. of Educ. OSEP, OSHS US Depart. of Just. OJP, OJJDP US Depart of Health & Human Serv. SAMHSA Multi-Agency Effort School Climate Transformation Grant (SCTG) 12 SEA sites 71 LEA sites (23 states) National Youth Forum 10 large cities Project Prevent 22 dist. AWARE Grant 20 SEA sites 100 LEA sites 9 also SCTG sites

Academic & behavior success (failure) are linked! Getting Tough Applied Challenge: Academic & behavior success (failure) are linked! Teaching to Corner

Fundamentals

PBIS is for enhancing adoption & implementation of Framework of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

PBIS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives PBIS is about….

Interconnected Systems Framework (ISF) Integrated PBIS & SMH implementation Improvement of educational outcomes All students Especially, w/ or risk of MH challenges

Interconnected System Framework PBIS SMH Interconnected System Framework

Interconnected Systems Framework Eber, Stephan, Weist, & Barrett Jun 2015

www.pbis.org/school/school-mental-health/interconnected-systems www.pbis.org www.csmh.umaryland

Shapers, Doers, & Mentors Systems of Care Bob Friedman & Beth Stoul, Al Duchnowski & Krista Kutash, et al. Family & Youth MH Kimberly Hoagwood. Jane Knitzer, Barbara Friesen, et al Wraparound John Burchard, Karl Dennis, Ira Lorie, John VanDenBerg, et al. PBIS & SMH Lucille Eber, Sharon Stephan, Mark Weist, Susan Barrett, Joanne Malloy, et al.

ISF Systems Positive behavioral interventions & supports School mental health Positive behavioral interventions & supports Special education Systems of care & wraparound

“Mad, Bad, Sad, Can’t Add” Kutash & Duchnowski, 2013 ISF Targets Somatic/physical illnesses Behavior disorders Learning difficulties Social skill deficits Cognitive disorders Mental illness Trauma Abuse, loss, accidents, violence, medical, etc. Family/social Poverty, family, unemployment, etc.

ISF Core Features TEAM DATA BASED DECISION MAKING MH providers School staff Student, family, peers, community DATA BASED DECISION MAKING EVIDENCE-BASED PRACTICES Selection Implementation EARLY COMPREHENSIVE SCREENING PROGRESS MONITORING Fidelity Effectiveness COACHING & COORDINATION Systems Practices

Traditional MH v. ISF Traditional ISF Counselor “sees” student at appt. Only do “mental health” Case management notes Delivery of services Referral management ISF MH person on teams all tiers Contribute to integrated plan Contribute to fidelity & progess Access to interventions Data-based screening

Integrated PBIS & ISF Support Domains Academic Medical Emotional & social Mental Health Behavioral Family & community

Integrated PBIS & ISF Support Domains Academic Medical Emotional & social Mental Health Behavioral Family & community

ISF Domains by Practice Areas Academic Mental Health Behavior Social, Emotional, Cognitive Medical Family & community Behavior analysis Cognitive behavior therapy Medical & pharmo-cological System of care & wraparound

Practice Examples Behavior self-management & emotional regulation Targeted & direct social skills instruction Explicit academic instruction Behavior self-management & emotional regulation Cognitive behavioral counseling & therapies Function-based behavior intervention planning Psycho- pharmocological

ISF Getting Started Resource Mapping across Tiers People Agencies Services & practices Assessment of Student Needs Local data: discipline, truancy, dropout, counseling referrals, etc. Requesting & sharing Delineation of MH Interventions What, when, who Youth & family involvement Intervention Access How & consent When & how long Communications Treatment Decision Making What, when, how much EBP Intervention Management Scheduling, meetings, appointments, space Confidentiality & privacy School-Community MoA Interventions & providers Evidence-based services Fidelity documentation Outcome measurement

ISF Survey Adapted: Appendix A, Survey of School Readiness for Interconnecting Positive Behavior Interventions & Supports &School Mental Health (Anello & Weist) in Advancing Education Effectiveness: Interconnecting School Mental Health & School-wide Positive Behavior Support (Barrett, Eber, & Weist)

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING CORE FEATURES

Supporting Culturally Valid Decision Making Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior SYSTEMS DATA CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward CULTURAL EQUITY of expectations CULTURAL VALIDITY of data CULTURAL RELEVANCE of practices CULTURAL KNOWLEDGE of implementers PRACTICES Supporting Culturally Relevant Evidence-based Interventions

Potential for cultural exchange & conflict Student Teacher Administrator Family Community

“George Sugai?” Learning History 1951 Sansei Santa Cruz, CA. Parents born Watsonville Buddhism v. “Elks” little league baseball Ex Order 9066: Mom interned, Dad moved to UT No Japanese, fork v. hashi, soy sauce v. shoyu Only 2 JA, 1 AA @ LGHS, Stones v. Beatles BF: Dale, Jim, Lansing, “Molly,” Roger UCSB, hippies, BoA ESC Nature director, “Gary” v. toilet CA, WA, CO, KY, NH, OR, CT Bi-racial: Fernandez Hapa: Sugai-Fernandez Shaped into “damn behaviorist!” PBIS, SpEd & Kids w/ BD Sugai-Fernandez CA Sansei JA “Damn behaviorist”

Individual Learning History & Context Indicate 10 key life events/influences (you, students, parents, staff, etc.) Summarize in 4 descriptors. Describe how learning history affects how you describe & act on what you experience. ________________ Your Name 1. 5. 4. 3. 2. 6. 7. 8. 9. 10. 2. 3. 4. 1.

Culture = Group of individuals Overt/verbal behavior Flexible, dynamic, & changed/shaped over time & across generations & setting. Group of individuals Overt/verbal behavior Shared learning history Differentiates 1 group from others Predicting future behavior Collection of learned behaviors, maintained by similar social & environmental contingencies Sugai, O’Keeffe, & Fallon 2012

References Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, 209-219, doi: 10.1177/1098300712442242 Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208, 10.1177/1098300711426334 Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain- Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.

Coercive Cycle KID: Negative School Climate Non-compliance & non-cooperation Disrespect Teasing, harassment, & intimidation Disengagement & withdrawal Nonattendance, tardy, & truancy Violent/aggressive behavior Littering, graffiti, & vandalism Substance use SCHOOL: Negative School climate Reactive management Exclusionary disciplinary practices Informal social skills instruction Poor implementation fidelity of effective practices Inefficient organization support Poor leadership preparation Non-data-based decision making Inefficient, ineffective instruction Negative adult role models

Why is negative school climate undesirable? Creates environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens academic & social behavior development

Positive Reinforcement Cycle SCHOOL: Positive School Climate Positive > negative contacts Predictable, consistent, & equitable treatment Challenging academic success Adults modeling expected behavior Recognition & acknowledgement Opportunity to learn Safe learning environment Academic & social engagement KID: Compliance & cooperation Respect & responsibility Positive peer & adult interactions Engagement & participation Attendance & punctuality Anger & conflict management Safe & clean environment Healthy food & substance use Self-management behavior

Positive Reinforcement Cycle Coercive Cycle What’s It Take to Shift from Negative to Positive School Climate? Easy to say….requires sustained priority to do. Negative Student Behavior Positive School Behavior Positive Reinforcement Cycle Coercive Cycle Negative School Behavior Positive Student Behavior

Establish positive school climate Maximizing academic success Biglan, Colvin, Mayer, Patterson, Reid, Walker HOW? Establish positive school climate Maximizing academic success Teaching important social skills Recognizing good behavior Modeling good behavior Supervising actively Communicating positively

School Climate Self-Assessment – 6 min. Decision SWPBS Feature Action Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily? 2. Do >80% of staff have more positive than negative social interactions with their students daily? 3. Do >80% of staff model positive expected social behavior daily? 4. Do >80% of students experience high levels of successful academic engagement every hour? 5. Are we using data to monitor the above? 6. Is our team monitoring & coordinating implementation of above?

ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

Continuum of Support for ALL 23 Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Label behavior…not people Universal Targeted Intensive Continuum of Support “Theora” Math Science Writing Spanish Comprehension Soc skills Decoding This representation of a continuum gives us the opportunity to emphasize HOW INDIVIDUAL STUDENTS can have DIFFERENT LEARNING AREAS REQUIRING DIFFERENT LEVELS OF EDUCATIONAL SUPPORT Technology Soc Studies Basketball Label behavior…not people Dec 7, 2007

Continuum of Support for ALL: “Molcom” Universal Targeted Intensive Anger man. Behavior Support Prob sol. Technology Ind. play Adult rel. Attend. Self-assess NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Homework Coop play Peer interac Supports for all students w/ disabilities are multi-tiered Dec 7, 2007

Continuum of Support for ALL: “________” Universal Targeted Intensive __________ __________ __________ _________ _________ ________ _______ ________ In this example, student with EMOTIONAL AND BEHAVIORAL DISRODERS has TWO areas requiring VERY SPECIALIZED SUPPORTS, But, he also has MANY AREAS OF STRENGTH, and areas requiring LESS SPECIALIZED or MORE NORMALIZED SUPPORTS. ___________ _________ _________ Dec 7, 2007

ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

Engagement Feedback Teamwork Precision Practice SWPBS: Core Practice Features Precision 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 Engagement Feedback Practice Teamwork SECONDARY PREVENTION Team-led implementation w/ behavior expertise Increased social skills instruction, practice Increased supervision & precorrection Increased opportunities for reinforcement Continuous progress monitoring This TIERED LOGIC can be illustrated by a schools that has ALIGNED its BEHAVIOR SUPPORT INTERVENTIONS OR PRACTICES BY THREE GENERAL TIERS TIER 1 PRACTICES ARE FOR ALL STUDENTS ACROSS ALL SCHOOL SETTINGS TIER 2 PRACTICES ARE FOR STUDENTS WHO REQUIRE SUPPLEMENTAL SPECIALIZED (SMALL GROUP) SUPPORTS TIER 3 PRACTICES ARE HIGHLY SPECIALIZED AND INTENSIVE FOR INDIVIDUAL STUDENTS. It is important to notice that these practices are SMALL IN NUMBER CONCEPTUALLY ALIGNED AND WOULD HAVE DATA RULES FOR MOVEMENT UP AND DOWN THE CONTINUUM 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

ISF Practices across Tiers & Context Chapter 4, Considerations for School Mental Health Implementation Framework (Weist, Simonsen, & Dolan 2013) in Advancing Education Effectiveness: Interconnecting School Mental Health & School-wide Positive Behavior Support (Barrett, Eber, & Weist)

Social Skills Misrules Punishment teaches Punishment signals error. Punishment does not teach SS. Teach “1 hour every Monday” SS are needed all day. SS are prompted & practiced all day. Not my responsibility SS are needed to learn. SS are needed to teach. Bad behavior is trait SS (good/bad) learned & taught. Teaching SS should be formal.

Establishing/Replacing Habit Charles Duhigg (2014) CUE Remove competing cue Add desired cue HABIT Teach acceptable alternative Teach desired alternative REWARD Remove reward for old habit Add reward for new habit All three elements are addressed in SSI

Social Skills Self-assessment Decision SWPBS Feature Action Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught? 2. Do we have plan for teaching school-wide social skill expectations? 3. Do we teach school-wide social skill expectations in our classrooms? 4. Do we teach school-wide social skill expectations throughout the day? 5. Are we using data to monitor the above? 6. Is our team monitoring & coordinating implementation of above?

Evaluation & Data Outcomes

Practice implementation 4 Main Data Concerns Student outcomes Practice selection Practice implementation System implementation

Maximum Student Benefits IMPLEMENTATION Effective Not Effective PRACTICE Maximum Student Benefits Fixsen & Blase, 2009

RCT & Group Design PBIS Studies 2014 RCT & Group Design PBIS Studies 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193. 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. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. 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, 116(2), 149-156 “Wagering next month’s salary!!” 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

Concluding Comments

Action Steps - “Homework” SWPBS Feature Action 1. What is 1 thing you learned about PBIS that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

Messages Measurable & justifiable OUTCOMES On-going DATA-based decision making Evidence-based PRACTICES SYSTEMS ensuring durable, high fidelity of implementation

Youth Risk Behavior Survey Fact Sheets ISF Resources ISF & PBIS www.pbis.org www.csmh.umaryland https://theinstitute.adobeconnect.com/p23wjt2fphd/?launcher=false&fcsContent=true&pbMode=normal Resource Mapping http://csmh.umaryland.edu/resources/cliniciantools/index Kids Count Data http://datacenter.kidscount.org Youth Risk Behavior Survey Fact Sheets http://www.cdc.gov/healthyyouth/data/yrbs/results.htm Youth MH Prevalence http://youth.gov/youth-topics/youth-mental-health/prevalance-mental-health-disorders-among-youth

Upcoming Events PBIS Forum Oct 22-23, 2015 Rosemont IL SMH Conference Nov 5-7, 2015 New Orleans, LA New England PBIS Nov 19-20, 2015 Norwood, MA APBS Conf. Mar 23-26, 2016 San Francisco, CA Northeast SWPBS Conf. May 19-20, 2016 Mystic, CT

Lewistj@missouri.edu RobH@oregon.edu George.sugai@uconn.edu www.pbis.org