PBIS: Systems Prevention Framework & Challenging Behavior George Sugai 18 March 2016 OSEP Centers on PBIS & ECPC Center for Behavioral Education & Research Neag School of Education University of Connecticut George.sugai@uconn.edu www.pbis.org www.neswpbis.org TIES (Karen Bierman, Erica Culler) Prevention Research Center Child Study Center (Karen Bierman)

Purpose Provide brief overview of PBIS framework evolution & lessons learned over 25 years: (a) key features & (b) implementation capacity development Over the past 20 years, we have learned that meaningful dissemination and implementation of evidence-based behavioral practices are linked to enhancing the systems capacity of implementers. During this presentation, I will discuss (a) a brief history of positive behavioral interventions and supports (PBIS) and it’s core practices and systems, (b) key implementation and capacity development drivers and operations, and (c) lessons learned from PBIS implementation failures and successes. Supporting information at http://www.pbis.org/presentations andhttp://www.pbis.org/blueprint/implementation-blueprint.

Implementation Practices & Systems: BIG IDEAS! “Arrange environment to be conducive to teaching & learning” (N. Haring, 2012) Student Benefit = EBP + Culturally Responsive Implementation + Local Implementation Capacity Focus on behavioral & prevention sciences Implementation about sustainable, high fidelity, capacity development Created using iThoughts

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

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

Why “getting tough” not good response? Creates environments of control Triggers & reinforces antisocial behavior Shifts accountability away from child Weakens child-adult relationship Weakens academic & social behavior

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

Establish positive school climate 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

Ruminating on problem

So where & how does PBIS fit in solution?

“Abbreviated” PBIS History 1980s RTC 1988 PBS 1991 Proj PREPARE 1997 EBS Demo 1997 IDEA-r 1998 PBIS-I 2000 PBIS TA Guide 2001 Beh/Lit Res Ctr 2000 PBIS-II RiI 2004 PBS Impl Blue 2007 SISEP 2008 PBIS-III 2010 Eval & PD Blue 2011 MTSS 2013 PBIS-IV OSHS SMH ????

www.pbis.org

www.neswpbs.org

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

2 PBIS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

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

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 PBIS (RtI MTSS MTBF)

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

“Early Triangle” Walker, Knitzer, Reid, et al. , CDC (Walker et al “Early Triangle” Walker, Knitzer, Reid, et al., CDC (Walker et al., 1995, p. 201) Prevention Logic Reduce # new Reduce intensity of existing

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 Prevention Objectives Prevention Actions INCIDENCE PREVALENCE Biglan, 1995; Mayer, 1995; Walker et al., 1996

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

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

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

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

Practice & Systems Implementation: Capacity Development

RCT & Group Design PBIS Studies Oct 2015 RCT & Group Design PBIS Studies “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 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), 100-115 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), 462-473. 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, 133-148. 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, 177-193. 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), 1136-1145. 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, 133-145. 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. 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: 10.1080/21683603.2015.1060912. 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), 149-156

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.

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

3. Context-Environment Fit Practice Selection 1. Empirical Support Functional Relationship Meaningful Effect Size Replication Context 2. Student Fit Need (+/-) Priority 3. Context-Environment Fit Language Developmental Educational Cultural Samples of Definitions for “Evidence-based” “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 “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 “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 1. Empirical Support Functional Relationship Meaningful Effect Size Replication Context “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 “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, 2007 “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 “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, www.asha.org

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

United Nations Development Programme, 2009 p. 53 IMPLEMENTATION CAPACITY 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 Systems Practices United Nations Development Programme (2009). Capacity development: A UNDP primer. NY: UNDP. Capacity for Disaster Reduction Initiative. Cadri.net.

Effective Organizations GOAL: “Capacity Development” School Classroom Common Language “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 Effective Organizations Common Experience Common Vision/Values District State Quality Leadership

www.pbis.org

Implementation Drivers www.pbis.org NIRN.org Scalingup.org Fixsen & Blase

Potential for cultural exchange & conflict Student Teacher Administrator Family Community

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

Selection, Alignment, & Integration Process 1. Identify measurable NEED & expected OUTCOME 2. Identify existing & new practices that ALIGN w/ need & expected outcome 3. PRIORITIZE defendable & implementable practices 4. INTEGRATE practices around expected outcome 5. Organize SUPPORTING SYSTEMS to implement integrated practices with fidelity

Basic SWPBS Implementation Framework SWPBS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support External Coaching Support Team Support

Implementation Practices & Systems: BIG IDEAS! “Arrange environment to be conducive to teaching & learning” (N. Haring, 2012) Student Benefit = EBP + Culturally Responsive Implementation + Local Implementation Capacity Focus on behavioral & prevention sciences Implementation about sustainable, high fidelity, capacity development Created using iThoughts

Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

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

IMPLEMENTATION PHASES Horner, McIntosh & Sugai Need, Selection, Agreements, Adoption, Outcomes Local Demonstration w/ Fidelity Sustained Capacity, Durable Outcomes, Replication, Elaboration Systems Adoption, Scaling, Continuous Regeneration IMPLEMENTATION PHASES Horner, McIntosh & Sugai

Implementation Phase Big Ideas Plan for sustainable local implementation capacity Monitor fidelity & progress continuously for decision making & continuous regeneration Establish implementation capacity at multiple levels Evaluate other & related initiatives & efforts