1. School-Wide Positive Behavior Support: Rationale, Readiness, Features
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 20, 2008

2. Challenge

3. PURPOSE
Review SWPBS rationale, features, & examples
Review strategies for keeping SWPBS going

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

5. SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable
(Zins & Ponti, 1990)

6. “141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

7. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

8. 2 WORRIES
Get Tough (practices)
Train-&-Hope (systems)

9. Immediate & seductive solution….”Get Tough!”
Clamp down & increase monitoring
Re-re-re-review rules
Extend continuum & consistency of consequences
Establish “bottom line”
...Predictable individual response

10. Erroneous assumption that student…
Is inherently “bad”
Will learn more appropriate behavior through increased use of “aversives”
Will be better tomorrow…….

11. But….false sense of safety/security!
Fosters environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic & social behavior programming

12. Science of behavior has taught us that students….
Are NOT born with “bad behaviors”
Do NOT learn when presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback.

13. VIOLENCE PREVENTION? 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)
Positive, predictable school-wide climate
High rates of academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community effort

14. Worry #2: “Train & Hope”

15. Supporting Social Competence &
Academic Achievement
4 PBS Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

16. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

17. Responsiveness-to-Intervention & SWPBS
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING

18. ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound/PCP
Special Education
Audit
Identify existing practices by tier
Specify outcome for each effort
Evaluate implementation accuracy & outcome effectiveness
Eliminate/integrate based on outcomes
Establish decision rules (RtI)
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach & encourage positive SW expectations
Proactive SW discipline
Effective instruction
Parent engagement
~80% of Students

19. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
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.
Evaluation
Implementation

20. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

21. School-wide
1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

22. Positive expectations & routines taught & encouraged
Non-classroom
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement

23. Classroom Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision
Redirections for minor, infrequent behavior errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum

24. 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

25. Family 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

26. Teaching Academics & Behaviors

28. Referrals by Problem Behavior

29. Referrals per Location

30. Referrals per Student

31. Referrals by Time of Day

32. Pre
Post

33. PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations

34. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Problem Behavior
Functional Assessment
*Implementation support
*Data plan
Team-based
Behavior competence
Intervention & Support Plan
*Continuous improvement
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

35. Existing aversive condition identified
Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified

36. Problem Solving Meeting
MORE INFORMAL
EASIER
SIMPLE
INDIRECT
MORE
DIRECT
COMPLICATED
DIFFICULT
FORMAL
FBA LEVELS
Informal
Archival Review
Problem Solving Meeting
2. Indirect
Checklist
FA Interview
Routine Analysis
3. Direct Observation
A-B-C
Structured, Planned Observation
4. Planned Manipulation
Experimental or Functional Analysis

37. When has FBA been done?
Clear & measurable definition of problem behaviors.
Complete testable hypothesis or summary statement is provided.
Statement of function (purpose) of behavior
3. Data (direct observation) to confirm testable hypothesis.
Behavior intervention plan based on testable hypothesis
Contextually appropriate supports for accurate implementation

38. STEP 4: Routine Analysis
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Specific Problem Behavior
8:00
Waiting to enter building
Low High
See escalation described above
8:15
Advisory & Planning
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15
Language Arts
Occasional name calling/teasing
10:15
Recess
11:30
Math
Occasional teasing
12:00
Lunch
12:35
Earth Science
Minor verbal harassment
1:15
Art or Phy Ed
2:00
Reading
Rarely a problem
2:50
Waiting for bus

39. Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

40. Summary Statement Function Why is function important?
Desired
Alternative
Typical
Consequence
Points,
grades,
questions,
more work.
Do work
w/o
complaints.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Lack of peer
contact in 30 min.
Noncompli-ance,
profanity,
physical
aggression
Avoid task,
remove from
class.
Do difficult
math
assignment.
Function
Acceptable
Alternative
Why is function important?
Ask for
break,
ask for help.
Because consequences
compete!!

41. ٭ Summary Statement Desired Alternative Typical Consequence
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Acceptable
Alternative

42. Setting Event
Manipulations
Antecedent
Manipulations
Behavior
Manipulations
Consequence
Manipulations

43. www.pbis.org www.cber.org
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.