Positive Behavioral Interventions & Supports for All Students Nijmegen, Netherlands George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research 17 September 2013 www.pbis.org www.cber.org Thank you for your KIND INTRODUCTION and OPPORTUNITY to PRESENT at your conference I am a SPECIAL EDUCATOR by training, and I have spent most of my career attempting to IMPROVE EDUCATIONAL OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS, or who are RISK OF BD Today, I’d like to SHARE SOME of our WORK from the last 20 years.

PURPOSE Describe features & examples of positive behavioral interventions & supports Today, I’d like to share some INFORMATION about PBIS and what we call MTSS or MULTITIERED SYSTEMS OF SUPPORT I’ll try to provide RATIONALE, SOME FEATURES OUTCOME DATA EXAMPLES Rationale PBIS Features PBIS Data Example

Why PBIS? This is my FIRST VISIT to japan, Some similarities and MANY DIFFERENCES between the AMERICAN and JAPANESE CULTURES. However, I’d like to describe WHY PBIS has become an IMPORTANT FRAMEWORK for SUPPORTING andEDUCATING STUDENTS with BEHAVIOR DISORDERS OR PROBLEMS inU.S. SCHOOLS.

PBIS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives The work we do is about putting EFFECTIVE PRACTICES IN PLACE ACCURATELY and for LONG PERIODS OF TIME. In particular, we emphasize these areas

Positive predictable school-wide climate 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) Preventing Violent Behavior Positive predictable school-wide climate High rates academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort A REVIEW OF THE LITERATURE on EFFECTIVE PRACTICES to reduce VIOLENT BEHAVIOR indicates that the best way to PREVENT the DEVELOPMENT and OCCURRENCE OF PROBLEM BEHAVIOR is to EMPHASIZE THESE PRACTICES.

Establish positive school climate Maximizing academic success Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013 HOW? Establish positive school climate Maximizing academic success Teaching important social skills Recognizing good behavior Modeling good behavior Communicating positively A REVIEW OF THE LITERATURE on EFFECTIVE PRACTICES to reduce VIOLENT BEHAVIOR indicates that the best way to PREVENT the DEVELOPMENT and OCCURRENCE OF PROBLEM BEHAVIOR is to EMPHASIZE THESE PRACTICES.

Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013 What contributes to a negative school climate? What does positive school climate look like? How could you contribute to positive school climate?

Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013 What can you do? Join PBIS team Do behaviors that contribute to positive school climate Catch others contributing to a positive school climate Discuss climate with teachers & administrators

Behavior Analytic Approach Biology is important Behavior is learned Behavior & environment are functional related Behavior is lawful, therefore understandable & can be influenced Adjust environment to influence & teach behavior My work is based on THEORETICAL FRAMEWORK called BEHAVIOR ANALYSIS, And it serves as the FOUNDATION FOR OUR PBIS THEORY OF ACTION. We emphasize the above points in our work

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 This same THEORY OF ACTION OR APPLICATION OF BEHAVIOR ANALYSIS can be use to describe PREVENTION. We focus on REDESIGING OUR TEACHING ENVIRONMENTS so that we can reduce INCIDENCE AND PREVALENCE RATES by Engaging in ACTIONS that affect the occurrence OF PROBLEM AND ACCEPTABLE BEHAVIORS. Antecedents & Consequences Behavior INCIDENCE PREVALENCE Biglan, 1995; Mayer, 1995; Walker et al., 1996

Who are we? This is my FIRST VISIT to japan, Some similarities and MANY DIFFERENCES between the AMERICAN and JAPANESE CULTURES. However, I’d like to describe WHY PBIS has become an IMPORTANT FRAMEWORK for SUPPORTING andEDUCATING STUDENTS with BEHAVIOR DISORDERS OR PROBLEMS inU.S. SCHOOLS.

LEARNING HISTORY is CULTURE is Collection of experiences Shaped by place, people, & time If important, predicts future behavior CULTURE is Group of individuals Verbal & overt behavior Shared learning history Differentiates one group from another Predicts future behavior

Your learning history & culture shapes How you act. How you react. How you are perceived. What you are likely to do. Your learning history & culture shapes

What could happen if you I don’t know your or other learning history? Misinterpret communication or behavior React inappropriately Develop stereotype Say/do something hurtful Offend family or culture Other

1. Individual Learning History & Context 5. 4. 3. 2. 6. 7. 8. 9. 10. Indicate 10 key life events/influences (you, students, parents, staff, etc.) Summarize in 4 descriptors. Describe how learning history affects how you describe & act on what you experience. ________________ Your Name 1. 5. 4. 3. 2. 6. 7. 8. 9. 10. 2. 3. 4. 1.

Culturally Equitable Academic & Social Behavior Expectations Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations OUTCOMES Culturally Valid Information for Decisions Culturally Knowledgeable Teachers 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 Culturally Relevant & Effective Instruction

What is PBIS? So given that THEORY OF ACTION BACKGROUND OR APPROACH, Let’s look at PBIS

PBIS (aka SWPBS) is for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically We emphasize that IS NOT A CURRICULUM OR AN INTERVENTION Instead it is FRAMEWORK Designed to enable ADOPTION AND IMPLEMENTATION of a CONTINUUM OF EVIDENCE-BASED INTERVENTIONS that are proven as EFFECTIVE IN MAXIMIZING IMPORTANT ACADEMIC AND BEHAVIOR OUTCOMES FOR ALL STUDENTS, especially STUDENTS WITH CHALLENGES All

PBIS IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING PBIS These CHARACTERISTICS or ELEMENTS guide how PBIS is implemented

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 We use the PUBLIC HEALTH 3-TIERED PREVENTION LOGIC in our behavior support framework. TIER 1 for HEALTHY BEHAIVOR. TIER 2 PRACTICES for INDIVIDUALS who do NOT benefit from TIER 1 supports. AND TIER 3 for students who require MOST SPECIALIZED SUPPORTS ALL ~80% of Students All: Baker, 2005 JPBI; Eber, 2012

Continuum of Support for ALL Universal Targeted Intensive Few Some In recent years, we emphasized the CONTINUUM is not an orderly three tiers, and that CONTENTS can VARY by SCHOOL, STUDENT, etc. So, a BLENDED CONTINUUM replaced the 3-Tiered picture. All Dec 7, 2007

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. Prob Sol. Technology Ind. play Adult rel. Attend. Self-assess 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. Homework Coop play Peer interac Label behavior…not people 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 Homework ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound Person-centered planning TERTIARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION This TIERED LOGIC can be illustrated by a schools that has ALIGNED its BEHAVIOR SUPPORT INTERVENTIONS OR PRACTICES BY THREE GENERAL TIERS TIER 1 PRACTICES ARE FOR ALL STUDENTS ACROSS ALL SCHOOL SETTINGS TIER 2 PRACTICES ARE FOR STUDENTS WHO REQUIRE SUPPLEMENTAL SPECIALIZED (SMALL GROUP) SUPPORTS TIER 3 PRACTICES ARE HIGHLY SPECIALIZED AND INTENSIVE FOR INDIVIDUAL STUDENTS. It is important to notice that these practices are SMALL IN NUMBER CONCEPTUALLY ALIGNED AND WOULD HAVE DATA RULES FOR MOVEMENT UP AND DOWN THE CONTINUUM PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION

Responsiveness to Intervention Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive IN 1996, we conceptualized this logic as TWO EQUIVALENT TRIANGLES 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% Circa 1996

Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109. A SAMPLE of that RESEARCH IS ILLUSTRATED is here.

PBIS Implementation IMPLEMENTATION OF PBIS is driven by the THEORY OF ACTION AND OPERATIONAL FEATURES OF PBIS

Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS To focus the implementation process, PBIS emphasizes USE OF DATA for GUIDING ALL DECISIONS related to EXPECTED OUTCOMES, PRACTICES, AND IMPLEMENTATION SUPPORT SYSTEMS SELECTION OF EVIDENCE BASED PRACTICES that are ALIGNED WITH DESIRED OUTCOMES OUTCOMES that are important to the STUDENTS AND FAMILY AND SCHOOL COMMUNITIES And SYSTEMS that enable educators to IMPLEMENT with the HIGHEST DEGREE OF INTEGRITY PRACTICES Supporting Student Behavior

Culturally Equitable Academic & Social Behavior Expectations Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Culturally Equitable Academic & Social Behavior Expectations OUTCOMES Culturally Valid Information for Decisions Culturally Knowledgeable Teachers 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 Culturally Relevant & Effective Instruction

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan PBIS IMPLEMENTATION is centralized around SCHOOL AND DISTRICT TEAMS that Emphasize STAFF AND STUDENT AGREEMENTS And drive their IMPLEMENTATION BY LOCAL INFORMATION OR DATA Evaluation Implementation

Process Team Agreements Make plan Is it working? Do it Kandinsky College Malderburchtstraat Nijmegen 17 Sep 2013 Team Process Agreements Make plan PBIS IMPLEMENTATION is centralized around SCHOOL AND DISTRICT TEAMS that Emphasize STAFF AND STUDENT AGREEMENTS And drive their IMPLEMENTATION BY LOCAL INFORMATION OR DATA Is it working? Do it

School-wide Classroom Family Non-classroom Student SWPBS Practices Smallest # Evidence-based Biggest, durable effect PBIS organizes its practices into there 5 general areas And emphasizes SMALLEST NUMBER OF EVIDENCE-BASED PRACTICES THAT HAVE THE BIGGEST AND MOST DURABLE EFFECTS OR OUTCOMES Student

EVIDENCE- BASED INTERVENTION PRACTICES SCHOOL-WIDE 1. Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior. Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations NONCLASSROOM Positive expectations & routines taught & encouraged Active supervision by all staff (Scan, move, interact) Precorrections & reminders Positive reinforcement FAMILY ENGAGEMENT Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources At the PBIS.ORG WEBSITE, you can review HOW and WHAT we’ve identified for each of the 5 areas. Those details are less important than the logic of SMALL EST NUMBER EVIDENCE-BASED PRACTICES WITH THE BIGGEST AND MOST DURABLE EFFECTS

School-Wide PBS (Tier 1) Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation For TIER 1, which is SCHOOL-WIDE, These 6 PRACTICE ELEMENTS are emphasized.

58 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus 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. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

Teaching Academics & Behaviors 57 DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

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 Here’s a sample of the evidence-base for supporting the PBIS implementation, especially, T1.

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 In general, it is possible to say that high fidelity implementation of PBIS can be associated with these outcomes

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

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity Researchers have the obligation to demonstrate WHAT WORKS and WHEN Practitioners have the obligation to demonstrate that IT IS WORKING and HOW TO IMPLEMENT WITH FIDELITY Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

SWPBS Implementation Blueprint www.pbis.org In our PBIS work, we operate from an IMPLEMENTATION FRAMEWORK that emphasizes IMPLEMENTATION SUPPORT or DRIVERS (rectangles) LEADERSHIP TEAM DEMONSTRATIONS INSTITUTIONAL SUPPORTS

Cultural/Context Considerations Basic “Logic” SYSTEMS DATA Start w/ effective, efficient, & relevant, doable Maximum Student Outcomes PRACTICES Implementation Fidelity Putting the everything together, we get this picture… Training + Coaching Evaluation Improve “Fit” Prepare & support implementation

Effective Organizations GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented Common Language PBIS SWPBS Common Experience Common Vision/Values Quality Leadership