Positive Behavioral Interventions & Supports & School-based Mental Health Success Beyond Six Behavior Interventionist and Clinician Conference August 17, 2012 Colchester, VT George Sugai Center on Positive Behavior Interventions & Supports Center for Behavioral Education & Research University of Connecticut

PURPOSE Provide brief overview of PBIS & important role of school- based behavioral & mental health

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students had received at least 1 office discipline referral. “Take a Number”

5,100 referrals 15 min/odr = 76,500 min= 1,275 hrs admin 8 hr/day 159 days Administrative Impact

5,100 referrals 45 min/odr = 229,500 min= 3,825 hrs 7 hr/day = 546 days Instructional Impact

Give Priority to Effective Practices Less Effective Label StudentExclude StudentBlame FamilyPunish StudentAssign RestitutionRequire Apology More Effective Invest in School-WideTeach & Reinf Soc SkActively Supervise & Prevent Individualization based on Competence Consider Culture & Context

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

SWPBS Theoretical Foundations Behaviorism ABA PBS SWPBS aka PBIS

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

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 RtI

“Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems

Prevention Logic for All Redesign of teaching environments…not students Decrease developmen t 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 Biglan, 1995; Mayer, 1995; Walker et al., 1996

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

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 Horner, Lewis, Sugai, Todd, Walker…1995

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

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

Universal Targeted Intensive Continuum of Support: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Align behavioral supports Self-assess Acc. Fdbk

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 Homework

NC Positive Behavior Support Initiative Bob Algozzine Schools w/ Low ODRs & High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard PBIS in North Carolina

1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Responsiveness to Intervention Academic SystemsBehavioral Systems Circa 1996

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 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, 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, 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, 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, Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, Academic-Behavior Connection

“Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011, p. 16).

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., 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. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 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), Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). 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. RCT & Group Design PBIS Studies

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

# Schools Involved in SWPBIS INCOMPLETE (Aug ) 17,779 OSEP PBIS Center Aug 2012

2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86% Most are responsive…but some need a bit more.

% of Students 9% 17% 22% 14% 33% 41% 25% 42% 39% 19% 44% 38% 17% 40% 39% 21% 75% 81% 83% 79% And we know who they are!

Guide to Working Smarter If we do IT, what 2 things can we stop doing? Does IT align with our most important student outcomes? Does IT have high probability of delivering expected outcomes? Do we have capacity to implement IT w/ sustainable/durable fidelity?

Integrated PBIS Response to Bullying Bullying Requirements Bullying CoordinatorSchool ClimateData SystemsEvent ReportingResponse TeamSchool & CommunityStaff Prof DevEvid-base Practices PBIS features Coach/Team LeaderPreventive Tier ISWISContinuous SWISLeadership TeamSchool & FamilyLocal Behavior ExpertiseRCT & SSR Research

SERC CT Anti- Bullying Law Public Act SERC April 2012

Data-based Decision Making Data used to….. 1. Specify/define need 2. Select right evidence- based solution 3. Monitor implementation fidelity 4. Monitor progress 5. Improve implementation

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press x2 CULTURALLY RELEVANT CULTURALLY VALID CULTURALLY KNOWLEDGEABLE CULTURALLY EQUITABLE

“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.” NYTimes, M. Rich Aug % w/ v. 7% w/o 1 in 4 black K-12 students High suspension correlated w/ Low achievement Dropout Juvenile incarceration >1 Susp. 1 Year 1 in 6 black 1 in 13 Amer Indian 1 in 14 Latinos 1 in 20 Whites Not correlated w/ race of staff Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA

Basic “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes

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

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

Classroom SWPBS Practices Non-classroom Family Student School-wide

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

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 School-wide

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