1. Putnam, Sprague, Clemens & Casella (2018)
A19 - Implementing PBIS in Alternative Settings Lead Presenters: Bob Putnam, The May Institute (MA) & Jeffrey R. Sprague, University of Oregon Exemplar Presenters: Kitty Clemens & Diane Casella, Cedarhurst School (CT) Key Words: Alternative Education,
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

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?
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

3. Putnam, Sprague, Clemens & Casella (2018)
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
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

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
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

5. Putnam, Sprague, Clemens & Casella (2018)
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)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

6. Challenge # 2 School to Prison Pipeline
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.
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

7. Characteristics of Alternative Education Settings
PBIS and Delinquency
Characteristics of Alternative Education Settings
Staff persons come from very different backgrounds with very different assumptions about problem behavior
Security and safety are much more important
High risk population: challenging to staff members
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

8. Characteristics of Alternative Education Settings
Students
-Negative school experiences
-Rarely feel successful
-Targets of bullying
-Low levels of self esteem
-Negative thinking patterns
(Downs & Arzamarski, 2016; Scott & Cooper, 2013)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

9. Characteristics of Alternative Education Settings
Staff Members
-High demands
-Minimal breaks
-High burn out/turnover rates
-Trained in de-escalation
techniques, rarely
preventative strategies
(Downs & Arzamarski, 2016; Scott & Cooper, 2013)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

10. Characteristics of Alternative Education Settings
School
-Inconsistency in language/procedures
-Differing perspectives
-Use of seclusion/restraints timeout
(Downs & Arzamarski, 2016; Scott & Cooper, 2013)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

11. Putnam, Sprague, Clemens & Casella (2018)
PBIS and Delinquency
Implications
Make the environment (a) predictable (b) consistent, (c) safe, and (d) positive
Greater need to define and teach behavioral expectations
High need for active instruction on appropriate behaviors.
Because kids already have learned wrong-way…you need multiple trials, and training to fluency
High potential for peer-based deviancy training
Focus on contingencies in which all benefit when each does well
Data
Need additional outcome measures (e.g. incident reports…physical restraint incidents..)
Extra need for teamwork
Because environment is high-risk…staff members need to work well with each other.
Staff members need to be able to predict and depend on each other
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

12. Putnam, Sprague, Clemens & Casella (2018)
Are they really “All Tier 3”?
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

13. Selective and Tertiary Supports for in-risk students
Diagram of Evidence-based supports in AE
Universal Supports for All Students
School Wide Positive Behavior Interventions and Supports (PBIS)
Additional social skills curriculum (e.g., Second Step or Steps to Respect; Aggressors, Bystanders & Victims)
Universal Screening Procedures
Multi-gated System
Early Identification
Systematic School Resource Planning
School-Based Services
Adult Mentoring
Academic Tutoring
Alternative Discipline
Self-Management
Check in/Check Out
Inclusion Support
Increased Monitoring in School
Service Learning or Community Service
Family Support
Parent Collaboration
Resource Linkage
Family Advocacy
Solution-focused
Planning
Selective and Tertiary Supports for in-risk students
Service Coordination
Multi-agency monitoring
Individual Service Plan
Agency Linkage
Case management
Sprague, J., & Nishioka, V. (2004). "Skills for Success: A Three-Tiered Approach to Positive Behavior Supports." Impact 16(3): & 35.
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

14. 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
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

15. Challenges/Barriers in Alternative Schools
Staff member 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)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

16. PBIS
*Source:

17. Putnam, Sprague, Clemens & Casella (2018)
Case Study 1
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 ( )
(George, George, Kern & Fogt; 2013)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

18. Putnam, Sprague, Clemens & Casella (2018)
Case Study 2
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)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

19. Number of Physical Restraint Incidents: 2014-15 vs. 2015-16
Case Study 3
Number of Physical Restraint Incidents: vs
100 95 90 86 83 82 87 77 80 70 76
Number of Incidents 60 50 40 44 37 30 28 20 10
September
October
November
December
January
Downs & Arzamarski, 2016
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

20. Monthly Averages of #Incidents/Day and #Bees/Day
50.3 50
Average Number per Day 40 30
Incidents/Day Bees/Day 20
14.0
11.6
12.4 10
6.7
6.1
4.3
3.8
2.6
0.0
October
November
December
January
September
Downs & Arzamarski,2016
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

21. Total Monthly Seclusion / Restraint Incidents
Baseline PBIS
200
191
188
178
180
173
158
162
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.
Downs & Arzamarski,2016
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

22. Case Study 4: Skills for Success: School Within School AE Results
PBIS and Delinquency
Case Study 4: Skills for Success: School Within School AE Results
Seven Schools
Three years
Implementation fidelity
Student outcomes
Sprague, J., & Nishioka, V. (2004). "Skills for Success: A Three-Tiered Approach to Positive Behavior Supports." Impact 16(3): & 35.
Sprague, J.R., & Nishioka, V. (2012). Skills for Success: A Systems approach to delinquency prevention and school success. In J.S. Kaye, K.D. Cataldo, & T.A. Lang (Eds.). Keeping kids in school and out of courts: A collection of reports to inform the National Leadership Summit on School Justice Partnerships. Albany, NY: New York State Permanent Judicial Commission on Justice for Children (55-67).
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

23. Putnam, Sprague, Clemens & Casella (2018)
PBIS and Delinquency .
97% Implementation Fidelity 99% Combined Implementation Fidelity by year 3
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

24. Putnam, Sprague, Clemens & Casella (2018)
PBIS and Delinquency
Results
Math & LA teachers for 80 students who were participating in either the Skills for Success Classroom or receiving Mental Health services were surveyed. The teachers reported that during the last semester:
62% of the students were more attentive in class
68% of the students were behaving better in class.
75% of the students were getting along better with other students.
The average improvement in these three indicators was 68%
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

25. Results: Skills for Success
PBIS and Delinquency
Results: Skills for Success
Prior to SFS Math & LA grades averaged 0.50 (D-).
Both Math & LA grades increased 1 full grade from D- to C-
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

26. Putnam, Sprague, Clemens & Casella (2018)
PBIS and Delinquency
Juvenile Arrests
Students in Skills for Success Group
10% increase in number of crimes
-7% decrease in severity of crimes
Students in Comparison Group
264% increase in number of crimes
131% increase in severity of crimes
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

27. Putnam, Sprague, Clemens & Casella (2018)
PBIS and Delinquency
Juvenile Arrest Rates
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Jeffrey Sprague, Ph.D

28. Putnam, Sprague, Clemens & Casella (2018)
PBIS Continuum
*Adapted from
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

29. Putnam, Sprague, Clemens & Casella (2018)
12.9%
27.8%
3.2 %
22.2%
59.3%
74.6%
September January 2016 Progress
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)
Arzamarski,2016

30. Putnam, Sprague, Clemens & Casella (2018)
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
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

31. Putnam, Sprague, Clemens & Casella (2018)
References
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.
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32. Putnam, Sprague, Clemens & Casella (2018)
Presenters
Bob Putnam Jeff Sprague Kitty Clemens Diane Casella
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)

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35. Putnam, Sprague, Clemens & Casella (2018)
A19 - Implementing PBIS in Alternative Settings
Putnam, Sprague, Clemens & Casella (2018)