SWPBS: Implementation Fidelity & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Apr 7,

PURPOSE Consider factors that can increase (a) implementation fidelity & sustainability tier 1/2& (b) readiness for tier 2/3

SWPBS (aka PBIS/RtI) is Framework

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)

ODR Admin. Benefit Springfield MS, MD = % improvement = 14,325 min. = hrs = 40 days Admin. time

ODR Instruc. Benefit Springfield MS, MD = % improvement = 42, min. = hrs = 119 days Instruc. time

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

RtI Reducing Bullying

SYSTEMS “BULLY BEHAVIOR” PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

PREVENTION De-emphasis on adding consequence for problem behavior

Context or Setting Context or Setting Initiator Target Bystander Staff Continuum of Behavior Fluency

Three basic strategies….if you do nuthin’ else….

Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individualize for non-responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks

MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

Scott Ross, University of Oregon 18 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School %

Scott Ross, University of Oregon BP-PBS, Scott Ross19 21% increase 22% decrease

2. Precorrect

PBIS Prevention Goals & Bullying Behavior

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

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

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

Continuum of Support for ALL “IFB School” Dec 7, 2007 School Climate Specials Social Studies Literacy Attendance Science Numeracy Align supports Technology Writing

~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%

SWPBS Implementation Blueprint

Evaluation Criteria

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

Are outcomes measurable?