F1 MTBF: Prevention, Teaching, & Reinforcement Rob Horner & George Sugai 23 March 2016 OSEP Center on PBIS Universities of Oregon & Connecticut

Purpose Emphasize importance and features of adopting a deliberate, explicit, & direct approach to MTBF implementation, esp., explicitly teaching social skills, establishing positive school & classroom climate.

Implementation Practices & Systems: BIG IDEAS!

AGENDA

Including strands specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners! PBIS: Systems for Enhancing Climate & Culture Donald Stephens Convention Center Rosemont, IL Donald E. Stephens Convention Center Rosemont, Illinois This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities: PBIS Foundations Classroom Applications Tier 2 Systems & Practices Tier 3 Systems & Practices Aligning Systems Juvenile Justice Mental Health Integration Equity Applied Evaluation Special Topics Visit the Upcoming Events page at for more information 2016 National PBIS Leadership Forum

Why?

Analysis of Challenge Rumination

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

VIOLENCE PREVENTION 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)

Negative School-Classroom Climate & Reactive Management Verbal reprimands Corporal (physical) punishment Restraint Seclusion & exclusion Humiliation Excessive restitution Antisocial violent behavior Disengagement & withdrawal Dropout Academic failure Emotional & behavior disorders Exclusion

Negative Climate ı ı ı ı ı ı ı ı ı ı ı Positive Climate Academic success Positive engagements Active supervision Reteaching Many response opportunities Welcoming environment Positive reinforcement Teaching social skills Positive expectations Model expected behavior Academic failure Reactive management Exclusion Reprimands Non-compliance Social withdrawal Low rates praise Negative engagements Bullying Negative expectations PBIS goal to establish & maintain positive teaching & learning environment Where is your classroom & school on the climate scale? Coercive Cycle Reinforcing Cycle

Biglan, Colvin, Mayer, Patterson, Reid, Walker

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

DecisionSWPBS FeatureAction Yes ? No1. Do >80% of STUDENTS have socially appropriate interactions w/ PEERS daily? Yes ? No2. Do >80% of STAFF have more POSITIVE than negative social interactions with their STUDENTS daily? Yes ? No3. Do >80% of STAFF MODEL positive expected social behavior daily? Yes ? No4. Do >80% of students experience high levels of SUCCESSFUL ACADEMIC ENGAGEMENT every hour? Yes ? No5. Are we using DATA to monitor the above? Yes ? No6. Is our TEAM monitoring & coordinating implementation of above? School Climate Self-Assessment – 5 min.

Enough Rumination

MTSS: Addressing the Challenge

MTSS aka PBIS, SWPBS, MTSS-B, MTBF, RtI-B… Framework Continuum Academically All

Academic & Behavior Success Team Local Capacity Fidelity Culture & Context Data “MTSS Logic Model” INPUTS OUTPUTS OUTCOMES IMPACT

Common Vision/Values Common Language Common Experience Quality Leadership Effective Organizations GOAL: “Capacity Development” “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior Classroom School District State

What is PBIS?

Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCEPREVALENCE Prevention ObjectivesPrevention Actions

PBIS is Framework Continuum Academically ALL

SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Important Culturally Equitable Academic & Social Behavior Competence Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making

PBIS & MTSS Share Functions MTSS = PBIS, RtI, SRBI

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

Continuum Logic SECONDARY PREVENTION (Tier 2) TERTIARY PREVENTION (Tier 3) PRIMARY PREVENTION (Tier 1) Most individualized Most differentiated Most specialized Group implemented More differentiated More specialized All students All staff All settings

Continuum of Support “Theora” Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology Dec 7, 2007

Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Supports for all students w/ disabilities are multi-tiered Self-assess Homework Technology Behavior Support

Continuum of Support for ALL: “________” Dec 7, 2007 __________ _________ ________ __________ _______ _________ ________ ___________ _________ __________

Major Behavior Aug-Dec 2015

~80% of Students 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 Precision Engagement Feedback Practice Teamwork

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

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

RCT & Group Design PBIS Studies Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 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, 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), Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: / 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), Oct 2015 “Bet your 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

How do we teach “respect?” ….or any other social skill

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

“Power of Habits” ….or Challenging Behavior Charles Duhigg, 2012 CUEHABIT REWARD Dessert Satisfied Eat TV remote Entertained Sit & watch Teased Teasing stops Hit Difficult work Work removed Destroy work Carrot Walk Ignore Try Satisfied?! Entertained?! Teasing stops?! Work removed?! CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit) Subtitle: “Why We Do What We Do in Life & Business”

All three elements are considered in SSI …& addressing challenging behavior Establishing/Replacing Habit Charles Duhigg, 2014

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

Basic Behavior Teaching Process Every opportunity, all students, all settings

Basic Behavior (Re)Teaching Process

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

DecisionSWPBS FeatureAction Yes ? No1. TEACHING social skills is formal component of our school culture? Yes ? No2. Teaching social skills is INTEGRATED into DAILY classroom & non-classroom activities? Yes ? No3. Most (>80%) staff members MODEL expected social skills daily? Yes ? No4. Most (>80%) of staff members actively & daily supervise & reinforce social skill displays? Yes ? No5. 8 out of 10 students can state 3-5 school- wide expectations & give setting specific example? Yes ? No6. Is our TEAM using data to monitor & coordinate implementation of above? Promoting Social Skills Self-Assessment – 5 min.

Implementation Features

Robinson (2007)

Factors Directly & Indirectly Contributing To Student Learning: Classroom & School Climate Louis, Leithwood, Wahlstrom, & Anderson (2010). School Leadership School Conditions Teachers Classroom Conditions Student/Family Background

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS Administration participation Readiness agreements, prioritization, & investments 3-4 year implementation commitment Local capacity for training, coordination, coaching, & evaluation Systems for implementation integrity

Agreements Team Data-based Action Plan “Plan” Implementation “Do” Evaluation “Check” General Implementation Process State/Country District School Students Staff Principal, Superintendent All Staff, Students, Administrators = Coaching

“When programs & practices effectiveness have been demonstrated by causal evidence, generally obtained through high quality outcome evaluations.” National Institute of Justice “Causal evidence that documents a relationship between an activity, treatment, or intervention and its intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal evidence depends on the use of scientific methods to rule out, to the extent possible, alternative explanations for the documented change” National Institute of Justice “EBPs are practices that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred &that demonstrate meaningful effects on student outcomes” Cook & Cook, 2013 “EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, & preferences.” American Psychological Association, 2006 “Strong evidence means that the evaluation of an intervention generates consistently positive results for the outcomes targeted under conditions that rule out competing explanations for effects achieved (e.g., population & contextual differences)” HHS SAMHSA, 2009 Samples of Definitions for “Evidence-based” “An approach in which current, high- quality research evidence is integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.” ASHA, “Process in which the practitioner combines well-research interventions with clinical experience, ethics, client preferences, & culture to guide & inform the delivery of treatments & services” Socialworkpolicy.org, 2015 “Treatment or service, has been studied, usually in an academic or community setting, & has been shown to be effective, in repeated studies of the same practice and conducted by several investigative teams.” National Alliance on Mental Health, Empirical Support Functional Relationship Meaningful Effect Size Replication Context

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

Implementation Drivers & Capacity Developent NIRN.org Scalingup.org Fixsen & Blase

DecisionSWPBS FeatureAction Yes ? No1. Our practice selections are based on student DATA, RESEARCH evidence, & CULTURAL relevance? Yes ? No2. Our practices are organized & implemented efficiently in CONTINUUM of SUPPORT? Yes ? No3. We have measures of STUDENT PROGRESS & IMPLEMENTATION FIDELITY? Yes ? No4. Our team has sustainable IMPLEMENTATION CAPACITY? Yes ? No5. Are we using DATA to monitor the above? Yes ? No6. Is our TEAM monitoring & coordinating implementation of above? MTSS Implementation Self-Assessment – 5 min.

Implementation Practices & Systems: BIG IDEAS!

Academi c & Behavior Success Team Local Capacity Fidelity Culture & Context Data “MTSS Logic Model” INPUTS OUTPUTS OUTCOMES IMPACT

Ability of individuals, institutions & societies to perform functions, solve problems, & set & achieve objectives in a sustainable manner. United Nations Development Programme, 2009 p. 53 Process through which individuals, organizations & societies obtain, strengthen & maintain the capabilities to set & achieve their own development objectives over time. Center for Disaster Reduction Initiative, Cadri.net download 12 Sep 2015 IMPLEMENTATION CAPACITY Practices Systems