1. MTSS/PBIS: Key Concepts & Addressing Implementation Challenges George Sugai 1 April 2016 OSEP Center on PBIS University of Connecticut George.sugai@uconn.edu www.pbis.org www.neswpbis.org

2. Purpose Addressing implementation challenges by strategic investment in 1.Evidence-based practices 2.Effective implementation systems 3.Implementation fidelity ENHANCING IMPLEMENTATION FIDELITY Preventing School Violence & Antisocial Behavior Establishing Positive School Climate (Tier 1) Investing in an Implementation Framework (MTSS/PBIS) Integrating Social Skills & Classroom Management in Academic Instruction Investing in Evidence-based Practices, Implementation Fidelity, Culture, & Leadership

3. PBS – Respect & Responsibility

4. www.pbis.org www.pbis.org/school/high-school-pbis

5. www.neswpbs.org

6. Internal Coaching Support External Coaching Support Basic Implementation Framework Team Support Regional/State Leadership

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

8. VIOLENCE PREVENTION 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)

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

10. Biglan, Colvin, Mayer, Patterson, Reid, Walker

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

12. DecisionSWPBS FeatureAction Yes ? No1. Do >80% of STUDENTS have socially appropriate interactions w/ PEERS daily? Yes ? No2. Do >80% of STAFF have more POSITIVE than negative social interactions with their STUDENTS daily? Yes ? No3. Do >80% of STAFF MODEL positive expected social behavior daily? Yes ? No4. Do >80% of students experience high levels of SUCCESSFUL ACADEMIC ENGAGEMENT every hour? Yes ? No5. Are we using DATA to monitor the above? Yes ? No6. Is our TEAM monitoring & coordinating implementation of above? School Climate Self-Assessment – 5 min. Attention Please 1 Minute

13. MTSS/PBIS/CSSS: Addressing the Challenge

14. Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCEPREVALENCE Prevention ObjectivesPrevention Actions

15. PBIS is (CSSS, RtI, MTSS, MTBF, RtI-A, RtI-B) Framework Continuum Academically ALL

16. PBIS & MTSS Share Functions MTSS = PBIS, RtI, SRBI

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

18. Continuum of Support “Theora” Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology Dec 7, 2007

19. Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Supports for all students w/ disabilities are multi-tiered Self-assess Homework Technology Behavior Support

20. Continuum of Support for ALL: “George” Dec 7, 2007 Statistics Teaching Tennis “Afrikaans” Cooking Bicycle Touring Lawn Mowing Label behavior…not people Reading Comprehension Billiards Technology Expressing Emotions

21. Continuum of Support for ALL: “________” Dec 7, 2007 __________ _________ ________ __________ _______ _________ ________ ___________ _________ __________

22. Major Behavior Aug-Dec 2015

23. ~80% of Students ACTIVITY ESTABLISHING CONTINUUM of SWPBS – 12 minutes T2 SECONDARY PREVENTION T3 TERTIARY PREVENTION T1 PRIMARY PREVENTION Practice Investments 1.What practices for all students, staff, & settings (T1)? o Implementation fidelity: HIGH, MEDIUM, LOW, ?? 2.What practices for groups of students (T2)? o HIGH, MEDIUM, LOW, ?? 3. What practices for individual students (T3)? o HIGH, MEDIUM, LOW, ?? Attention Please 1 Minute

24. How do we teach “respect?” ….or any other social skill

25. Teaching/learning mis-rule!!

26. “Teaching by Getting Tough” “I hate this f___ing school & you’re a dumbf_____!” “That’s disrespectful language, girl. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

27. Basic Behavior (Re)Teaching Process

28. “Power of Habits” ….or Challenging Behavior Charles Duhigg, 2012 CUEHABIT REWARD Dessert Satisfied Eat TV remote Entertained Sit & watch Teased Teasing stops Hit Difficult work Work removed Destroy work Carrot Walk Ignore Try Satisfied?! Entertained?! Teasing stops?! Work removed?! CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit) Subtitle: “Why We Do What We Do in Life & Business”

29. All three elements are considered in SSI …& addressing challenging behavior Establishing/Replacing Habit Charles Duhigg, 2014

30. 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

31. Promoting & Encouraging Every opportunity, all students, all settings

32. Reinforcement Wisdom

33. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

34. DecisionSWPBS FeatureAction Yes ? No1. TEACHING social skills is formal component of our school culture? Yes ? No2. Teaching social skills is INTEGRATED into DAILY classroom & non-classroom activities? Yes ? No3. Most (>80%) staff members MODEL expected social skills daily? Yes ? No4. Most (>80%) of staff members actively & daily supervise & reinforce social skill displays? Yes ? No5. 8 out of 10 students can state 3-5 school-wide expectations & give setting specific example? Yes ? No6. Is our TEAM using data to monitor & coordinate implementation of above? Promoting Social Skills Self-Assessment – 7 min. Attention Please 1 Minute

35. ` www.pbis.org

37. Classroom Practices & Systems Self-Assessment

38. Classroom Practices & Systems Decision Making

39. “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 “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 “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 “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 Samples of Definitions for “Evidence-based” “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 “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 “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 1. Empirical Support Functional Relationship Meaningful Effect Size Replication Context

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

41. Culture & Context

42. DecisionSWPBS Feature Yes ? No1. Formal practices & system for acknowledging specific staff contributions/behaviors exists? Yes ? No1. >80% of staff report receiving at least 1 positive daily? Yes ? No2. I have At least 1 positive daily interaction with colleague? Yes ? No3. Are we using data to monitor the above? Yes ? No4. Is our team monitoring & coordinating implementation of above? Staff Acknowledgement Self-Assessment 5.5 min. Attention Please 1 Minute See pages 76-77

43. RobH@uoregon.edu Lewistj@missouri.edu George.sugai@uconn.edu www.pbis.org www.neswpbis.org