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SWPBS: Implementing with Accuracy & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May.

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Presentation on theme: "SWPBS: Implementing with Accuracy & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May."— Presentation transcript:

1 SWPBS: Implementing with Accuracy & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 11 2010


3 “159 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

4 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

5 “My school didn’t make AYP, & school climate is negative.” “59% of rule violations are attendance related.” “In two 4 th grade classrooms, 10 students are driving me crazy.” “74% of my 3 rd graders didn’t meet state benchmarks.” “Our administrator doesn’t get it. She tells us one thing but does something else.” “Over half of ODRs are from classrooms.” “Our hallways are rude & unsafe places for visitors, staff, & students.” “We’ve been doing SWPBS for 1 year but nothing has changed.”

6 PURPOSE Describe practices & systems for accurate & sustained implementation of School-wide Positive Behavior Support Rationale Features Examples Data

7 Rationale

8 SWPBS is about….

9 PREVENTION SCIENCE LITERATURE 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)

10 “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation

11 Features

12 SWPBS is

13 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 OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

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

15 All Some Few Continuum of Support for ALL Dec 7, 2007

16 Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

17 Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people

18 ~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%


20 RtI

21 SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS Laws of Behavior Applied Behavioral Technology Social Validity All Students

22 Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

23 SCHOOL-WIDE 1.1. Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

24 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

25 Examples

26 Few positive SW expectations defined, taught, & encouraged

27 Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus 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. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

28 PBS – Respect & Responsibility

29 Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

30 Acknowledge & Recognize

31 Data & Outcomes

32 Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. “Is SWPBS evidence- based practice?”

33 Measurable & justifiable outcomes On-going data-based decision making Evidence-based practices Systems ensuring durable, high fidelity of implementation PBIS Messages

34 Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience Kids Benefit Effective Practice

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