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 2013
Thank you for your KIND INTRODUCTION and OPPORTUNITY to PRESENT at your conference
I am a SPECIAL EDUCATOR by training, and I have spent most of my career attempting to IMPROVE EDUCATIONAL OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS, or who are RISK OF BD
Today, I’d like to SHARE SOME of our WORK from the last 20 years.

2. PURPOSE
Describe features & examples of positive behavioral interventions & supports
Today, I’d like to share some INFORMATION about PBIS and what we call MTSS or MULTITIERED SYSTEMS OF SUPPORT
I’ll try to provide
RATIONALE,
SOME FEATURES
OUTCOME DATA
EXAMPLES
Rationale
PBIS Features
PBIS Data
Example

3. Why PBIS? This is my FIRST VISIT to japan,
Some similarities and MANY DIFFERENCES between the AMERICAN and JAPANESE CULTURES.
However, I’d like to describe WHY PBIS has become an IMPORTANT FRAMEWORK for SUPPORTING andEDUCATING STUDENTS with BEHAVIOR DISORDERS OR PROBLEMS inU.S. SCHOOLS.

4. PBIS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives
The work we do is about putting EFFECTIVE PRACTICES IN PLACE ACCURATELY and for LONG PERIODS OF TIME.
In particular, we emphasize these areas

5. Positive predictable school-wide climate
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)
Preventing Violent Behavior
Positive predictable school-wide climate
High rates academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community effort
A REVIEW OF THE LITERATURE on EFFECTIVE PRACTICES to reduce VIOLENT BEHAVIOR indicates that the best way to PREVENT the DEVELOPMENT and OCCURRENCE OF PROBLEM BEHAVIOR is to EMPHASIZE THESE PRACTICES.

6. Establish positive school climate Maximizing academic success
Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013
HOW?
Establish positive school climate
Maximizing academic success
Teaching important social skills
Recognizing good behavior
Modeling good behavior
Communicating positively
A REVIEW OF THE LITERATURE on EFFECTIVE PRACTICES to reduce VIOLENT BEHAVIOR indicates that the best way to PREVENT the DEVELOPMENT and OCCURRENCE OF PROBLEM BEHAVIOR is to EMPHASIZE THESE PRACTICES.

7. Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013
What contributes to a negative school climate?
What does positive school climate look like?
How could you contribute to positive school climate?

8. Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013
What can you do?
Join PBIS team
Do behaviors that contribute to positive school climate
Catch others contributing to a positive school climate
Discuss climate with teachers & administrators

9. Behavior Analytic Approach
Biology is important
Behavior is learned
Behavior & environment are functional related
Behavior is lawful, therefore understandable & can be influenced
Adjust environment to influence & teach behavior
My work is based on THEORETICAL FRAMEWORK called BEHAVIOR ANALYSIS,
And it serves as the FOUNDATION FOR OUR PBIS THEORY OF ACTION.
We emphasize the above points in our work

10. Prevention Logic for All
Redesign of teaching environments…not students
Decrease development of new problem behaviors
Prevent worsening & reduce intensity of existing problem behaviors
Eliminate triggers & maintainers of problem behaviors
Add triggers & maintainers of prosocial behavior
Teach, monitor, & acknowledge prosocial behavior
Prevention Objectives
Prevention Actions
This same THEORY OF ACTION OR APPLICATION OF BEHAVIOR ANALYSIS can be use to describe PREVENTION.
We focus on REDESIGING OUR TEACHING ENVIRONMENTS so that we can reduce INCIDENCE AND PREVALENCE RATES by
Engaging in ACTIONS that affect the occurrence OF PROBLEM AND ACCEPTABLE BEHAVIORS.
Antecedents & Consequences
Behavior
INCIDENCE
PREVALENCE
Biglan, 1995; Mayer, 1995; Walker et al., 1996

11. Who are we? This is my FIRST VISIT to japan,
Some similarities and MANY DIFFERENCES between the AMERICAN and JAPANESE CULTURES.
However, I’d like to describe WHY PBIS has become an IMPORTANT FRAMEWORK for SUPPORTING andEDUCATING STUDENTS with BEHAVIOR DISORDERS OR PROBLEMS inU.S. SCHOOLS.

12. LEARNING HISTORY is CULTURE is Collection of experiences
Shaped by place, people, & time
If important, predicts future behavior
CULTURE is
Group of individuals
Verbal & overt behavior
Shared learning history
Differentiates one group from another
Predicts future behavior

13. Your learning history & culture shapes
How you act.
How you react.
How you are perceived.
What you are likely to do.
Your learning history & culture shapes

14. What could happen if you I don’t know your or other learning history?
Misinterpret communication or behavior
React inappropriately
Develop stereotype
Say/do something hurtful
Offend family or culture
Other

15. 1. Individual Learning History & Context 5. 4. 3. 2. 6. 7. 8. 9. 10.
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.

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

17. What is PBIS? So given that THEORY OF ACTION BACKGROUND OR APPROACH,
Let’s look at PBIS

18. PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
We emphasize that IS NOT A CURRICULUM OR AN INTERVENTION
Instead it is FRAMEWORK
Designed to enable ADOPTION AND IMPLEMENTATION of a
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS that are proven as EFFECTIVE IN MAXIMIZING IMPORTANT ACADEMIC AND BEHAVIOR OUTCOMES
FOR ALL STUDENTS, especially STUDENTS WITH CHALLENGES
All

19. PBIS IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS
INTERVENTIONS
CONTENT EXPERTISE & FLUENCY
TEAM-BASED
IMPLEMENTATION
CONTINUOUS
PROGRESS MONITORING
UNIVERSAL SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
PBIS
These CHARACTERISTICS or ELEMENTS guide how PBIS is implemented

20. 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
We use the PUBLIC HEALTH 3-TIERED PREVENTION LOGIC in our behavior support framework.
TIER 1 for HEALTHY BEHAIVOR.
TIER 2 PRACTICES for INDIVIDUALS who do NOT benefit from TIER 1 supports.
AND TIER 3 for students who require MOST SPECIALIZED SUPPORTS
ALL
~80% of Students
All: Baker, 2005 JPBI; Eber, 2012

21. Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
In recent years, we emphasized the CONTINUUM is not an orderly three tiers, and that CONTENTS can VARY by SCHOOL, STUDENT, etc.
So, a BLENDED CONTINUUM replaced the 3-Tiered picture.
All
Dec 7, 2007

22. 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

23. Continuum of Support for ALL:
“Molcom”
Universal
Targeted
Intensive
Anger man.
Prob Sol.
Technology
Ind. play
Adult rel.
Attend.
Self-assess
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.
Homework
Coop play
Peer interac
Label behavior…not people
Dec 7, 2007

24. 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

25. ESTABLISHING CONTINUUM of SWPBS
Homework
ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
TERTIARY PREVENTION
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
SECONDARY PREVENTION
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
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION

26. Responsiveness to Intervention
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
IN 1996, we conceptualized this logic as TWO EQUIVALENT TRIANGLES
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
Circa 1996

27. Academic-Behavior Connection
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,
A SAMPLE of that RESEARCH IS ILLUSTRATED is here.

28. PBIS Implementation
IMPLEMENTATION OF PBIS is driven by the THEORY OF ACTION AND OPERATIONAL FEATURES OF PBIS

29. Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
To focus the implementation process, PBIS emphasizes
USE OF DATA for GUIDING ALL DECISIONS related to EXPECTED OUTCOMES, PRACTICES, AND IMPLEMENTATION SUPPORT SYSTEMS
SELECTION OF EVIDENCE BASED PRACTICES that are ALIGNED WITH DESIRED OUTCOMES
OUTCOMES that are important to the STUDENTS AND FAMILY AND SCHOOL COMMUNITIES
And SYSTEMS that enable educators to IMPLEMENT with the HIGHEST DEGREE OF INTEGRITY
PRACTICES
Supporting
Student Behavior

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

31. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Agreements
Data-based
Action Plan
PBIS IMPLEMENTATION is centralized around SCHOOL AND DISTRICT TEAMS that
Emphasize STAFF AND STUDENT AGREEMENTS
And drive their IMPLEMENTATION BY LOCAL INFORMATION OR DATA
Evaluation
Implementation

32. Process Team Agreements Make plan Is it working? Do it
Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013
Team
Process
Agreements
Make plan
PBIS IMPLEMENTATION is centralized around SCHOOL AND DISTRICT TEAMS that
Emphasize STAFF AND STUDENT AGREEMENTS
And drive their IMPLEMENTATION BY LOCAL INFORMATION OR DATA
Is it working?
Do it

33. School-wide Classroom Family Non-classroom Student SWPBS Practices
Smallest #
Evidence-based
Biggest, durable effect
PBIS organizes its practices into there 5 general areas
And emphasizes
SMALLEST NUMBER OF
EVIDENCE-BASED PRACTICES
THAT HAVE THE BIGGEST AND MOST DURABLE EFFECTS OR OUTCOMES
Student

34. EVIDENCE- BASED INTERVENTION PRACTICES
SCHOOL-WIDE
1. Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
EVIDENCE- BASED INTERVENTION PRACTICES
CLASSROOM
All school-wide
Maximum structure & predictability in routines & environment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.
Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior.
Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations
NONCLASSROOM
Positive expectations & routines taught & encouraged
Active supervision by all staff (Scan, move, interact)
Precorrections & reminders
Positive reinforcement
FAMILY ENGAGEMENT
Continuum of positive behavior support for all families
Frequent, regular positive contacts, communications, & acknowledgements
Formal & active participation & involvement as equal partner
Access to system of integrated school & community resources
At the PBIS.ORG WEBSITE, you can review HOW and WHAT we’ve identified for each of the 5 areas.
Those details are less important than the logic of
SMALL EST NUMBER
EVIDENCE-BASED PRACTICES
WITH THE BIGGEST AND MOST DURABLE EFFECTS

35. School-Wide PBS (Tier 1) Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
For TIER 1, which is SCHOOL-WIDE,
These 6 PRACTICE ELEMENTS are emphasized.

36. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES
Teaching Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
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.
2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

37. Teaching Academics & Behaviors57
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously

38. RCT & Group Design PBIS Studies
May
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, 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),
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), 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),
Here’s a sample of the evidence-base for supporting the PBIS implementation, especially, T1.

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
In general, it is possible to say that high fidelity implementation of PBIS can be associated with these outcomes

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

41. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on Fidelity
Researchers have the obligation to demonstrate WHAT WORKS and WHEN
Practitioners have the obligation to demonstrate that IT IS WORKING and HOW TO IMPLEMENT WITH FIDELITY
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

42. SWPBS Implementation Blueprint
In our PBIS work, we operate from an IMPLEMENTATION FRAMEWORK that emphasizes
IMPLEMENTATION SUPPORT or DRIVERS (rectangles)
LEADERSHIP TEAM
DEMONSTRATIONS
INSTITUTIONAL SUPPORTS

43. Cultural/Context Considerations
Basic
“Logic”
SYSTEMS
DATA
Start w/ effective, efficient, & relevant, doable
Maximum
Student
Outcomes
PRACTICES
Implementation
Fidelity
Putting the everything together, we get this picture…
Training +
Coaching
Evaluation
Improve “Fit”
Prepare & support implementation

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