1. PBIS Implementation: Current Trends & Future Considerations
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Nov

2. PURPOSE
Describe & link considerations from 15+ years of PBIS implementation to future directions
“Overview of national trends in PBIS implementation as basis for action planning & future implementation in MN. Emphasis on PBIS framework, data-based decision making & outcomes, & implementation fidelity. Future considerations also are presented as basis for supporting & maximizing participation in conference sessions”

4. 9
Considerations

5. 1. Invest in prevention for ALL

6. VIOLENCE PREVENTION 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
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)
VIOLENCE PREVENTION

7. 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
Biglan, 1995; Mayer, 1995; Walker et al., 1996

8. 2. Teach behavior like academic skills, explicitly & deliberately

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

10. 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Expectations
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

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

12. 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,
“Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.”
Algozzine, Wang, & Violette (2011), p. 16.

13. 3. Emphasize PBIS as framework, not curriculum

14. SWPBS (aka PBIS/RtI) is
for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework

15. Supporting Social Competence &
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES 15
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

16. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation

17. SWPBS Implementation Blueprint

18. RtI 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
RtI

19. 4. Invest in multi-tiered systems logic

20. 23 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 23
ALL
~80% of Students

21. Continuum of Support for ALL23
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

22. Continuum of Support for ALL “Theora”
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

23. Continuum of Support for ALL:
“Molcom”
Universal
Targeted
Intensive
Anger man.
Prob Sol.
Ind. play
Adult rel.
Self-assess
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Attend.
Coop play
Peer interac
Label behavior…not people
Dec 7, 2007

24. 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
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
Circa 1996

25. 23 RTI Behavior Continuum Academic Continuum Integrated Continuum
NOTICE GREEN GOES IS FOR “ALL”
Mar

26. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

27. 5. Invest in capacity for implementation fidelity

28. Maximum Student Benefits
“Making a turn”
IMPLEMENTATION
Effective
Not Effective
PRACTICE
Maximum Student Benefits
Fixsen & Blase, 2009

29. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on Fidelity
Research to Practice is dependent on good research.
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

30. Supporting Social Competence &
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES 15
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

31. Implementation Fidelity Maximum Student Outcomes
Basic “Logic”
SYSTEMS
DATA
PRACTICES
Implementation Fidelity
Maximum Student Outcomes
Training +
Coaching
Evaluation

32. Where are you in implementation process
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
Let’s make sure we’re ready to implement (capacity infrastructure)
INSTALLATION
Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS REGENERATION

33. 6. Support & engage leadership

34. School leadership & contributing factors on student learning.
Student/ Family Background
School Conditions
School Leadership
Teachers
Classroom Conditions
Louis, Leithwood, Wahlstrom, & Anderson (2010).

35. Buckingham & Coffman 2002, Gallup
To receive positive ratings on previous, managers must do 4 things well:
When selecting someone, they select for talent…not simply experience, intelligence, or determination.
When setting expectations, they define right outcomes…not the right steps.
When motivating someone, they focus on strengths…not on weaknesses.
When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67)
Buckingham & Coffman 2002, Gallup

36. Sugai, Horner, & Lewis, in press
Effective leaders engage in actions or behaviors & establish working conditions that:
Emphasize setting clear goals
Develop strength qualities of teachers
Organize operation of school for success
Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice
Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes
Monitor & measure effects of their actions, decisions, & policies w/relevant data
Sugai, Horner, & Lewis, in press

37. 7. Work smarter by doing a few effective things very well

38. Initiative, Project, Committee
Working Smarter
Initiative, Project, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group

39. Are outcomes measurable?
Sample Teaming Matrix
Initiative, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma
Are outcomes measurable?

42. Biggest, durable effect17
SWPBS
Practices
School-wide
Classroom
Smallest #
Evidence-based
Biggest, durable effect
Family
Non-classroom
Student &
Family

43. 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

44. 18 School-wide 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

45. 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), 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, 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. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.
Reduced major disciplinary infractions
Improvements in academic achievement
Enhanced perception of organizational health & safety
Improved school climate
Reductions in teacher reported bullying behavior & peer rejection

46. 8. Guide decisions with data

47. Data Decision Making Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Data Decision Making

48. ✔ ✔ Data Assessment & Evaluation Tools External Tier I implementation
School-wide Evaluation Tool
Self-assessment
Team Implementation Checklist
Team/coach self-assessment
Benchmarks of Quality
Coach/team assessment
Tiers II/III
Benchmarks of Advanced Tiers
Tier II/III implementation
External assessment
Individual Student Support Evaluation Tool ✔ ✔

49. Gawande, A. (2009). The checklist manifesto. NY: MacMillan

50. Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student Contacts

51. Did I have at least 4 positive for 1 negative student contacts?
Yes No
2. Did I move throughout the area I was supervising?
3. Did I frequently scan the area I was supervising?
4. Did I positively interact with most of the students in the area?
5. Did I handle most minor rule violations quickly and quietly?
6. Did I follow school procedures for handling major rule violations?
7. Do I know our school-wide expectations (positively stated rules)?
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______

52. Classroom Management: Self-Assessment
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Ratio of Positives to Negatives: _____ to 1

53. Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and distraction
Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
7. I actively supervised my classroom (e.g., moving, scanning) during instruction.
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”
# Yes___

54. 9. Consider context & culture

55. Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.
That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).
Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

56. SWPBS & Cultural Responsive Practices Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

57. 15 Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011
Supporting Social Competence &
Academic Achievement
CULTURAL
EQUITY
Supporting
Staff Behavior 15
OUTCOMES
DATA
SYSTEMS
CULTURAL
VALIDITY
CULTURAL
KNOWLEDGE
Supporting
Decision
Making
PRACTICES
Supporting
Student Behavior
CULTURAL
RELEVANCE

58. Highline School District, Washington May 2011

59. Arabic Expectations at Awsaj Academy Elementary 2011-2012
S. Thomas, Nov. 2011

60. Shishmaref School AK, Lyon Johnson, Aug 9, 2011

61. Norway, 2009

62. NW PBIS Implementation Forum
Upcoming Events
Association for PBS
Atlanta, GA
15-26 Mar 2012
NW PBIS Implementation Forum
Portland, OR
1-2 Mar 2012
NE PBIS Leadership
Cromwell, CT
17-18 May 2012
PBIS Leadership
Chicago, IL
18-19 Oct 2012