1. PBIS: Systems Prevention Framework & Challenging Behavior
George Sugai
18 March 2016
OSEP Centers on PBIS & ECPC
Center for Behavioral Education & Research
Neag School of Education
University of Connecticut
TIES (Karen Bierman, Erica Culler)
Prevention Research Center
Child Study Center (Karen Bierman)

2. Purpose
Provide brief overview of PBIS framework evolution & lessons learned over 25 years: (a) key features & (b) implementation capacity development
Over the past 20 years, we have learned that meaningful dissemination and implementation of evidence-based behavioral practices are linked to enhancing the systems capacity of implementers. During this presentation, I will discuss (a) a brief history of positive behavioral interventions and supports (PBIS) and it’s core practices and systems, (b) key implementation and capacity development drivers and operations, and (c) lessons learned from PBIS implementation failures and successes. Supporting information at 

3. Implementation Practices & Systems: BIG IDEAS!
“Arrange environment to be conducive to teaching & learning” (N. Haring, 2012)
Student Benefit = EBP + Culturally Responsive Implementation + Local Implementation Capacity
Focus on behavioral & prevention sciences
Implementation about sustainable, high fidelity, capacity development
Created using iThoughts

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

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

6. Why “getting tough” not good response?
Creates environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from child
Weakens child-adult relationship
Weakens academic & social behavior

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

8. Establish positive school climate
Biglan, Colvin, Mayer,
Patterson,
Reid, Walker
HOW?
Establish positive school climate
Maximizing academic success
Teaching important social skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively

9. Ruminating on problem

10. So where & how does PBIS fit in solution?

11. “Abbreviated” PBIS History
1980s RTC
1988 PBS
1991 Proj PREPARE
1997 EBS Demo
1997 IDEA-r
1998 PBIS-I
2000 PBIS TA Guide
2001 Beh/Lit Res Ctr
2000 PBIS-II RiI
2004 PBS Impl Blue
2007 SISEP
2008 PBIS-III
2010 Eval & PD Blue
2011 MTSS
2013 PBIS-IV OSHS SMH
????

14. PBIS is Framework Continuum Academically ALL
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
ALL

15. 2 PBIS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

16. SWPBS Conceptual Foundations
Behaviorism
Laws of Behavior
ABA
Applied Behavioral Technology
PBS
Social Validity
PBIS
All Students

17. 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
CORE FEATURES
PBIS (RtI MTSS MTBF)

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

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

20. Prevention Logic for All
Redesign of teaching environments…not students
Decrease development 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
Prevention Objectives
Prevention Actions
INCIDENCE
PREVALENCE
Biglan, 1995; Mayer, 1995; Walker et al., 1996

21. Label behavior…not people
Universal
Targeted
Intensive
Continuum of Support
“Theora”
Math
Science
Writing
Spanish
Comprehension
Soc skills
Decoding
This representation of a continuum gives us the opportunity to emphasize HOW INDIVIDUAL STUDENTS can have DIFFERENT LEARNING AREAS REQUIRING DIFFERENT LEVELS OF EDUCATIONAL SUPPORT
Technology
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

22. Continuum of Support for ALL:
“Molcom”
Universal
Targeted
Intensive
Anger man.
Behavior Support
Prob Sol.
Technology
Ind. play
Adult rel.
Attend.
Self-assess
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Homework
Coop play
Peer interac
Supports for all students w/ disabilities are multi-tiered
Dec 7, 2007

23. Continuum of Support for ALL:
“________”
Universal
Targeted
Intensive
__________
__________
__________
_________
_________
________
_______
________
In this example, student with EMOTIONAL AND BEHAVIORAL DISRODERS has TWO areas requiring VERY SPECIALIZED SUPPORTS,
But, he also has MANY AREAS OF STRENGTH, and areas requiring LESS SPECIALIZED or MORE NORMALIZED SUPPORTS.
___________
_________
_________
Dec 7, 2007

24. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
TERTIARY PREVENTION
Precision
Engagement
Feedback
Practice
Teamwork
~5%
~15%
SECONDARY PREVENTION
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

25. Practice & Systems Implementation: Capacity Development

26. RCT & Group Design PBIS Studies
Oct 2015
RCT & Group Design PBIS Studies
“Wagering 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
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),

27. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Start w/
What Works
Focus on Fidelity
Research to Practice is dependent on good research.
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

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

29. 3. Context-Environment Fit
Practice Selection
1. Empirical Support
Functional Relationship
Meaningful Effect Size
Replication
Context
2. Student Fit
Need (+/-)
Priority
3. Context-Environment Fit
Language
Developmental
Educational
Cultural
Samples of Definitions
for “Evidence-based”
“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
“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
“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
1. Empirical Support
Functional Relationship
Meaningful Effect Size
Replication
Context
“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
“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
“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
“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,

30. Supporting Culturally Valid Decision Making
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social Behavior Competence
OUTCOMES
Supporting Culturally Valid Decision Making
Supporting Culturally Knowledgeable Staff Behavior
SYSTEMS
DATA
CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward
CULTURAL EQUITY of expectations
CULTURAL VALIDITY of data
CULTURAL RELEVANCE of practices
CULTURAL KNOWLEDGE of implementers
PRACTICES
Supporting Culturally Relevant Evidence-based Interventions

31. United Nations Development Programme, 2009 p. 53
IMPLEMENTATION CAPACITY
Ability of individuals, institutions & societies to perform functions, solve problems, & set & achieve objectives in a sustainable manner.
United Nations Development Programme, 2009 p. 53
Process through which individuals, organizations & societies obtain, strengthen & maintain the capabilities to set & achieve their own development objectives over time.
Center for Disaster Reduction Initiative, Cadri.net download 12 Sep 2015
Systems
Practices
United Nations Development Programme (2009). Capacity development: A UNDP primer. NY: UNDP.
Capacity for Disaster Reduction Initiative. Cadri.net.

32. Effective Organizations
GOAL: “Capacity Development”
School
Classroom
Common Language
“Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome”
Skinner, 1953, Science of Human Behavior
Effective Organizations
Common Experience
Common Vision/Values
District
State
Quality
Leadership

34. Implementation Drivers
NIRN.org
Scalingup.org
Fixsen & Blase

35. Potential for cultural exchange & conflict
Student
Teacher
Administrator
Family
Community

36. SWPBS & Cultural Responsive Practices Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

37. Selection, Alignment, & Integration Process1.
Identify measurable NEED & expected OUTCOME 2.
Identify existing & new practices that ALIGN w/ need & expected outcome 3.
PRIORITIZE defendable & implementable practices 4.
INTEGRATE practices around expected outcome 5.
Organize SUPPORTING SYSTEMS to implement integrated practices with fidelity

38. Basic SWPBS Implementation Framework
SWPBS practices, data, systems
Policy, funding, leadership, priority, agreement
District Behavior Team
2 yr. action plan
Data plan
Leadership
Team meeting schedule
School Behavior Team
SWPBS
CWPBS
Small group
Individual student
School Staff
Academic
Expectations & routines
Social skills
Self-management
Student Benefit
Regional/State Leadership
Internal Coaching Support
External Coaching Support
Team Support

39. Implementation Practices & Systems: BIG IDEAS!
“Arrange environment to be conducive to teaching & learning” (N. Haring, 2012)
Student Benefit = EBP + Culturally Responsive Implementation + Local Implementation Capacity
Focus on behavioral & prevention sciences
Implementation about sustainable, high fidelity, capacity development
Created using iThoughts

40. Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

41. Where are you in implementation process
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

42. IMPLEMENTATION PHASES Horner, McIntosh & Sugai
Need, Selection, Agreements, Adoption, Outcomes
Local Demonstration w/ Fidelity
Sustained Capacity, Durable Outcomes, Replication, Elaboration
Systems Adoption, Scaling, Continuous Regeneration
IMPLEMENTATION PHASES
Horner, McIntosh & Sugai

43. Implementation Phase Big Ideas
Plan for sustainable local implementation capacity
Monitor fidelity & progress continuously for decision making & continuous regeneration
Establish implementation capacity at multiple levels
Evaluate other & related initiatives & efforts