1. Positive Behavioral Interventions & Supports: Basics, Updates, & Refinements
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
12 June 2015

2.
Presentations

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

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

5. 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?

6. Why?

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

8. 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

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

10. Fundamentals

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

12. 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….

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

14. Interconnected System Framework
PBIS
SMH
Interconnected System Framework

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

17. 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.

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

19. “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.

20. 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

21. 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

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

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

24. 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

25. 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

26. 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

27. 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)

28. 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

29. 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

30. Potential for cultural exchange & conflict
Student
Teacher
Administrator
Family
Community

31. “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 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”

32. 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.

33. 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

34. 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, , doi: /
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, , /
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, 

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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?

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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)

49. 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.

51. 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

52. 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?

53. Evaluation & Data Outcomes

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

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

56. 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),
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., 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,
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),
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,
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),
“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

57. Concluding Comments

58. 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?

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

60. Youth Risk Behavior Survey Fact Sheets
ISF Resources
ISF & PBIS
Resource Mapping
Kids Count Data
Youth Risk Behavior Survey Fact Sheets
Youth MH Prevalence

61. 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