Positive Behavior Interventions & Supports Implementation

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Presentation transcript:

Positive Behavior Interventions & Supports Implementation Renee Bradley Office of Special Education Programs George Sugai Center on Positive Behavior Interventions and Supports September 27, 2013

Implementation Blueprint OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports www.pbis.org Implementation Blueprint

SWPBS is about… Improving classroom and school climate Integrating academic and behavior initiatives Decreasing reactive management SWPBS is about… Improving support for students w/EBD Maximizing academic achievement

PBIS (aka SWPBS) is Framework for enhancing adoption and implementation of Continuum of evidence-based interventions to achieve Academically and behaviorally important outcomes for All students

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

CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL and POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL and POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5% ALL SOME FEW Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, and Settings 23

Continuum of Support for ALL 23 Continuum of Support for ALL Intensive Targeted Universal Few Some All NOTICE GREEN GOES IS FOR “ALL” Dec 7, 2007

Label behavior … not people Continuum of Support for ALL: “Molcom” Intensive Targeted Universal Anger man. Prob. Sol. Technology Ind. Play Adult rel. Attend. Self-assess Homework Coop play Peer interac. NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Label behavior … not people Dec 7, 2007

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-Based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Implementation Evaluation

Image - Local School/District Implementation Demonstrations Leadership Team

RCT & Group Design PBIS Studies May 23, 2013 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., 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. 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. 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

Reduced major disciplinary infractions PBIS Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, and emotional regulation Improvements in academic achievement Enhanced perception of organizational health and safety Reductions in teacher reported bullying behavior and peer rejection Improved school climate

Behavior purpose statement Schoolwide PBS (Tier 1) Leadership team Behavior purpose statement Set of positive expectations and behaviors Procedures for teaching SW and classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for ongoing data-based monitoring and evaluation

ESTABLISHING CONTINUUM of SWPBS ~80% of Students ~15% ~5% TERTIARY PREVENTION Function-based support Wraparound Person-centered planning 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

What you can expect: MoA PBIS framework implementation blueprint School and district/city PBIS coordination team Readiness assessment for action planning Expert behavior capacity development Demonstration, training, and coaching network Data and evaluation systems

Cultural/Context Considerations Basic “Logic” Cultural/Context Considerations SYSTEMS DATA Start w/ effective, efficient, and relevant, doable PRACTICES Maximum Student Outcomes Implementation Fidelity Improve “Fit” I LOVE This animation! Very cool!!! Training + Coaching Evaluation Prepare and support implementation

Continuum of Technical Assistance Intensive Targeted Universal Intensity, frequency, precision, expertise, etc., of coaching, data collection, performance feedback, embedded professional development, administrative supervision, evaluation, etc., will match intensity of required support NOTICE GREEN GOES IS FOR “ALL” September 26, 2013

PBIS: Equity in Education Making Education Work for All Save the Date October 10-11, 2013 2013 National PBIS Leadership Forum Donald Stephens Convention Center (next door to the Hyatt) Rosemont, Illinois PBIS: Equity in Education Making Education Work for All This 2-day forum for school, state, district, and regional Leadership Teams has been designed to help increase the effectiveness of Schoolwide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 10 specialized strands, including PBIS Foundations Enhanced Implementation Classroom Bullying Prevention Tier 2/Tier 3 Coaching Integrated Systems High Schools School Mental Health Culturally Responsive Systems Impact on Students with Disabilities and other special topics For more information, visit www.pbis.org Sponsored by the OSEP TA Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network. NEW location Come to Chicago, IL for our annual PBIS LEADERSHIP FORUM in October 2013