1. Implementation, Alternative Schools, Sustain, Alternative Settings, Behavior Analysis,

2. Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

3. Where are you in the implementation process
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (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 and implement all tiers across all schools (investment)
Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation

4. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

5. Challenge #1 Today, schools face a set of difficult challenges
Challenge # 1 – kids are showing up in our classrooms with a wide range of problems/issues – some of which we did not even think of 20 years ago – but we need to work to create an environment in which these students can learn –
We are being held accountable to educate ALL kids
(use laser pointer to pick out some of the titles on the kids)

6. School to Prison Pipeline
Challenge # 2
Challenge # 2 –
Removing children from our schools is not the solution - If our only goal is to get rid of what’s bad – that will not work – we must work to build and cultivate cultures that support Positive Behaviors (social skills).
Sometimes the only strategy a school has is to wait for summer and then HOPE that the kids will change over the summer – or not return -
We cannot suspend or expel all of the kids that do not follow rules – even if we put them out of school for a period of time, – they are coming back – we are required to educate them – must provide a Free and Appropriate Education (FAPE) until the age of 16 –
The fact is that adolescents rationalize differently than adults – they do not have a 2 year or 5 year horizon – so some of the things that they do – seem bizarre to us – but in the adolescent time frame – no problem !!
We need to find ways to create environments in which these kids can be behaviorally and academically successful.
School to Prison Pipeline

7. Challenge # 3
In this classroom, the teacher only knows one strategy for dealing with a disruptive student - to the corner – to the corner – and before you know it she has to teach to the corner because that is where all of the kids, are – stacked up, and probably not learning.
In all too many cases, we have not provided the classroom teacher with adequate tools/skills to handle all of the classroom issues that can come up – in fact, if you think about it, the new teacher reports for work with little or no training/exposure to how to handle disruptive students. When they are completing their pre-service requirements (student teaching) I would argue that the school places them with an experienced teacher who has wonderful classroom management techniques, that may be invisible to the student teacher, so the new teacher shows up, has Russell in her class, and has no idea how to “manage” the classroom.

8. Characteristics of Alternative Education Settings
Students: 
Negative school experiences
 Rarely feel successful
 Low levels of self-esteem
 Negative thinking patterns
 Targets of bullying
Staff:
 Demands: preparation, time, effort
 Minimal breaks throughout the day
 High burn out/turnover rates
 Trained in de-escalation techniques, rarely preventative strategies
School:
 Inconsistency in language/procedures
 Differing perspectives
 Use of seclusion/restraints/timeout
(Downs & Arzamarski, 2016; Scott & Cooper, 2013)

9. “They are all Tier 3”

10. RCT & Group Design PBIS Studies
Oct 2015
RCT & Group Design PBIS Studies
Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 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., 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, 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. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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: / 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),
“Bet your 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

11. Challenges/Barriers in Alternative Schools
Staff buy-in
All Tier III
Middle and high schools (scheduling, content areas of expertise)
Can be reactive/punitive (Flannery et al., 2013)
Complexity of current system (point or level system)
Variability in student’s skills deficits and learning styles
Variability in staff attitudes (educational v. clinical)

12. Case Study Alternative school in PA (Centennial) Implemented SWPBIS
Increased active teaching of expectations
High rate of reinforcement through multiple schedules
Intensive social skills training
Data based decision making
Integrated and coordination of community services
Outcomes
: Mean=14 restraints per student in one year
Physical restraints decreased from 1,064 ( ) to 0 ( )
(Miller, George, & Fogt; 2005).

13. Case Study AE Setting in CA Single-subject, AB design over 3 years
Results:
decrease in severe
incidents
positive changes in student behavior
increase consistent language in response to behaviors
(Simonsen, Britton, & Young, 2010)

14. Case Study AE Setting in CT Single-subject, AB design over 2 years
Treatment integrity improved
Results:
decrease in referrals
positive changes in student behavior
increase consistent language in response to behaviors
(Farkes, Simonsen, Migdole et al., 2012)

15. Number of Physical Restraint Incidents: 2014-15 vs. 2015-16
Case Study
100 95 90 86 83 82 87 77 80 76 70
Number of Incidents 60 50 40 44 37 30 28 20 10
September
October
November
December
January
Arzamarski, 2016

16. Monthly Averages of #Incidents/Day and #Bees/Day
50.3 50
Average Number per Day 40 30
Incidents/Day Bees/Day 20
14.0
12.4
11.6 10
6.7
6.1
4.3
3.8
2.6
0.0
October
November
December
January
September
Arzamarski,2016

17. Total Monthly Seclusion / Restraint Incidents
Baseline PBIS
200
191
188
178
180
173
162
158
160
153
144
135
140
148
120
132
100 89
102 83 77 80 69 60 60 60 40 48 20
Figure 1. Total incidents of seclusion or restraint per month during the and
school-years. Square data points indicate incidents of seclusion or restraint during the months prior to positive behavior interventions and supports (PBIS) implementation. Round data points indicate incidents of seclusion or restraint during the months following PBIS implementation.
Arzamarski,2016

18. PBIS Continuum
*Adapted from

19. 59.3% 74.6% 27.8% 22.2% September 2015- January 2016 Progress 12.9%
3.2%
22.2%
59.3%
74.6%
September January 2016 Progress
Arzamarski,2016

20. What Do We Know?
Promising evidence that SWPBIS can make an impact in alternative schools
Improved behavioral climate
Improved academic performance
Coaching improves the fidelity of implementation and is related to behavioral outcomes
Data based decision making improves the effectiveness and efficiency of implementation

21. Arzamarski,C. ,(2016). PBIS in Alternative Schools
Arzamarski,C.,(2016). PBIS in Alternative Schools. Presented at the National PBIS Implementers Forum. Chicago, ILL.
Flannery, K. B., Fenning, P., McGrath Kato, M. & McIntosh K. (2013). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124.
Flannery, K. B., Frank, J.L., Kato, M., Doren, B., & Fenning, B. (2013). Implementing schoolwide positive behavior support in high school settings: Analysis of eight high schools. The High School Journal, 96,
Miller, D., George, M., & Fogt, J. (2005). Establishing and sustaining research-based practices at Centennial School: A descriptive case study of systemic change. Psychology in the Schools, 42,
Scott, T. & Cooper, J. (2013). Tertiary-tier PBIS in alternative, residential, and correctional school settings: Considering intensity in the delivery of evidence-based practice. Education and Treatment of Children, 36(3),
Simonsen, B., Britton, L., Young, D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12(3),
Simonsen, B., Jeffrey-Pearsall, J., Sugai, G, & McCurdy, B. (2011). Alternative setting-wide positive behavior support. Behavioral Disorders, 36(4),
Simonsen, B. & Sugai, G. (2013). PBIS in alternative education settings: Positive support for youth with high- risk behavior. Education and Treatment of Children, 36(3), 3-14.