1. Positive Behavioral Interventions & Supports (PBL): Lessons Learned – Part I George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 15 2011 www.pbis.org www.scalingup.org www.cber.org

2. PURPOSE Examination of lessons learned from 15 years of PBIS (PBL) implementation Keynote overview: All Follow-up: Administrators, coordinators, coaches, trainers, evaluators Coaching: Administrators, coordinators, coaches, trainers, evaluators

3. “Notes to Self”

4. 8 Big Lessons (9 data pt 2)

5. “Big Ideas” from Early Years

7. 1. Invest in prevention for ALL

8. Special Education & BD

9. Redesign of teaching environments…not students

10. SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

11. 2. Teach behavior like academic skills, explicitly & deliberately

12. Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

13. 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

14. 3. Emphasize PBIS as framework, not curriculum

15. SWPBS (aka PBIS/RtI) is Framework

16. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

17. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

18. RtI

19. 4. Invest in multi- tiered systems logic

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

21. All Some Few Continuum of Support for ALL Dec 7, 2007

22. Continuum of Support for ALL “Theora” Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

23. Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people Self-assess

24. 5. Invest in capacity for implementation fidelity

25. “Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

26. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity

27. SWPBS Implementation Blueprint www.pbis.org

28. Where are you in implementation process? Adapted from Fixsen & Blase, 2005

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

30. 6. Give priority to research-based practices & systems

31. 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), 100-115 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), 462- 473. 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, 133-148. 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, 1-26. 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, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. RCT & Group Design PBIS Studies Reduced major disciplinary infractions Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Reductions in teacher reported bullying behavior

32. Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109. Academic-Behavior Connection “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011), p. 16.

33. 7. Work smarter by doing a few effective things very well

34. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Theora, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, Marcellus, Max, Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Marcellus, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma, Barney Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

35. Classroom SWPBS Practices Non-classroom Family Student & Family School-wide Smallest # Evidence-based Biggest, durable effect

36. SCHOOL-WIDE 1.1. Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

37. ~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

38. 7. Guide decisions with data

39. Data Decision Making

40. 8. Consider context & culture

42. Positive Behavioral Interventions & Supports (PBL): Lessons Learned - Part II George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 15 2011 www.pbis.org www.scalingup.org www.cber.org

43. PBL in Western NSW FROM Decrease in suspensions at Dubbo TO Triangle data at Glenroi Heights FROM Parent Letter at Buninyong TO Good New Postcard at Orange East FROM Yindyamarra, Bilingarra, Yawandyilinya at Parkes TO Casual Teacher Portfolio at Dubbo FROM PBL in Classroom at Delroy TO Playground Observations at Middletown

44. !!! Translate for staff. Give kid-examples for staff. Recommend teacher to Executive. Support a peer. “How am I doing?” “How’s this look?

46. Upcoming Events www.pbis.org/network

47. PURPOSE Supporting & extending data Keynote overview: All Follow-up: Administrators, coordinators, coaches, trainers, evaluators Coaching: Administrators, coordinators, coaches, trainers, evaluators

48. SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990) Keys to Success

49. Systems Implementation Logic Keys to Success

50. PBL Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum Classroom Implementation

51. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Leadership

52. Targeted Practices & Systems

53. Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup 1 million workers, 80,000 managers, 400 companies 1.Do I know what is expected of me at work? 2.Do I have materials & equipment to do my work right? 3.At work, do I have opportunity to do what I do best every day? 4.In last 7 days, have I received recognition or praise for doing good work? 5.Does my supervisor, or someone at work, seem to care about me as person? 6.Is there someone at work who encourages my development? 7.At work, do my opinions seem to count? 8.Does mission/purpose of company make me feel my job is important? 9.Are my co-workers committed to doing quality work? 10.Do I have best friend at work? 11.In last 6 months, has someone at worked talked to me about my progress? 12.This last year, have I had opportunities at work to learn & grow? High School & Successful Organizations

54. Sustainability Considerations

55. GOALS8:309:3010:3011:3012:301:30 1. RESPECT OTHERS2 1 0 2. MANAGE SELF2 1 0 3. SOLVE PROBLEMS RESPONSIBLY 2 1 0 Name________________ Date ________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N Check In/Out Pt Card

56. Implementation Example: Bullying Prevention

57. Bullying Program Component Review Purpose

58. Preliminary Conclusions

60. Victim attention Bystander attention Self-delivered praise Tangible access

61. PREVENTION De-emphasize adding consequence for problem behavior

62. Context or Setting Context or Setting Initiator Target Bystander Staff Continuum of Behavior Fluency

63. Four basic strategies….if you do nuthin’ else….

64. Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individualize for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks

65. MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

66. www.pbis.org “Stop, Walk, Talk”