s, Roots,
PBIS: Myth
o n s, &
Misconcepti
ls Fundamenta
www.pbis.org George Sugai OSEP Center on PBIS Center for Behavioral Educa9on & Research University of Connec9cut August 19 2014 www.cber.org www.pbis.org www.cber.org 9:00-9:45
PU R P
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his p
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Purpo nce precisio iewing key
enha
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by rev
tation PBIS in con
n
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e featu limate & cu
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SWPBS is about establishing capacity for…. te? hool clima
c
s
e
v
i9
s
o
What is p
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id
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i
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Did you fe
Improving classroom & school climate Integra9ng academic & behavior ini9a9ves Improving support for students w/ EBD Decreasing reac9ve management Maximizing academic achievement 1
Coercive Cycle Effec9ve Organiza9ons Common Language SCHOOL: Nega9ve School Climate Nega9ve School Climate •  Non-­‐compliance & non-­‐
coopera9on •  Disrespect •  Teasing, harassment, & in9mida9on •  Disengagement & withdrawal •  NonaZendance, tardy, & truancy •  Violent/aggressive behavior •  LiZering, graffi9, & vandalism •  Substance use School Climate Common Experience KID: Common Vision/Values •  Reac9ve management •  Exclusionary disciplinary prac9ces •  Informal social skills instruc9on •  Poor implementa9on fidelity of effec9ve prac9ces •  Inefficient organiza9on support •  Poor leadership prepara9on •  Non-­‐data-­‐based decision making •  Inefficient, ineffec9ve instruc9on •  Nega9ve adult role models Quality
Leadership
Posi9ve Reinforcement Cycle SCHOOL: KID: Posi9ve School Climate Posi9ve School Climate •  Posi9ve > nega9ve contacts •  Predictable, consistent, & equitable treatment •  Challenging academic success •  Adults modeling expected behavior •  Recogni9on & acknowledgement •  Opportunity to learn •  Safe learning environment •  Academic & social engagement •  Compliance & coopera9on •  Respect & responsibility •  Posi9ve peer & adult interac9ons •  Engagement & par9cipa9on •  AZendance & punctuality •  Anger & conflict management •  Safe & clean environment •  Healthy food & substance use •  Self-­‐management behavior How to jumpstart
change?
(-­‐) S.C. ?????? (-­‐) student behavior Coercive
Cycle
(-­‐) S.C. ?????? ?????? (+) (+) student behavior S.C. ?????? (+) S.C. Positive
Reinforcement
Cycle
What’s
What’s
it itgonna
gonna
take
taketotoshift
shiftfrom…..
to…..
Positive
School
Climate
Investment in best evidence-­‐based prac9ces Data-­‐based decisions Cultural & contextual considera9on Sound theory Teaching behavior explicitly , o&
ol l xplicitoo
ise,
Prec
9v veee SScct hh
NPeogsai9
efficien
?
e
t 9on aate
lilim
ta
men
implCCem
capacity Mul9-­‐9ered approach Ac9ve, par9cipatory leadership ory Sound the
kit Basic tool Strategic long term implementa9on investment 2
are much
How illing to you w your n
bet o n? io
decis
THEORY OF ACTION “Roadmap of Causal Pathway” are much
How illing to you w your n
bet o n? io
decis
“Addressing X with Y
has high probability of
producing Z”
X Data-­‐based Ques9on Z Desired Outcomes “To achieve X,
we should do Y”
THEORY OF ACTION “Behavior Example” Behavior is learned Z “Posi9ve School Climate” Se6ng Condi8ons Antecedents . . . . . . . Suspension & expulsions NOT Equal
STUDENT BEHAVIOR Disability Consequences ADULT BEHAVIOR OUTCOMES •  Bullying behavior •  In school deten9on •  Dropping out •  Non-­‐compliance •  Out of school suspension •  School failure •  Social w/drawal •  Substance use •  Weapon possession Bullying Consequences •  Dispropor8onality •  Law/norm viola9ons Restraint & seclusion Behaviors •  Office referral •  Truancy Dispropor9onality & Equity Enhance environment to influence & teach behavior •  Aggression •  Insubordina9on orm School Ref ntext Co
Problem Delinquency School comple9on & dropping out Antecedents Behaviors Under-­‐
achievement Behavior is lawful, therefore understandable & influence-­‐able Behavior Analysis Biology is important Y “Teach & acknowledge 3-­‐5 Behavioral Expecta9ons” School violence Behavior & environment are func9onal related George’s (PBIS)
Theory of Action
“Addressing X with Y
has high probability of
producing Z”
“To achieve X,
we should do Y”
Substance use Z “Improved phonemic awareness” “To achieve X,
we should do Y”
Y “Explicitly teach & acknowledge leZer-­‐
sound associa9on” X “Reduce use of reac9ve management” School Climate “Addressing X with Y
has high probability of
producing Z”
X “Enhance early reading” Y Evidence-­‐based Strategy are much
How illing to you w your n
bet o n? io
decis
THEORY OF ACTION “Literacy Example” •  Harassment •  Self-­‐injury •  •  Proba9on & parole •  Arrests & incarcera9on •  Restraint & seclusion •  Mental health referral •  Mental illness •  School-­‐to-­‐prison pipeline •  Achievement gap •  Unemployment •  Delinquency •  •  Apply Behavior Analytic Logic
3
!
CONTEXT
CONDITIONS
RISK
•
•
•
•
•
•
•
•
•
•
•
Se6ng Antecedents Condi8ons Se6ng Condi8ons PREVENTIVE-PROTECTIVES
Hunger
Chronic illness
Disability
Race
Gender
Violence & trauma
exposure
Unemployment
Gangs
Substance use
Mental illness
•
•
•
•
•
•
•
•
Employment
Physical health
Recreation
Healthy diet
Preschool
Literacy exposure
Safe
neighborhoods
Positive role
models
STUDENT BEHAVIOR
•
•
•
•
•
•
•
•
•
•
•
•
• Antecedents Student Behaviors •
•
•
•
•
•
•
•
•
Aggression
Bullying behavior
Non-compliance
Insubordination
Social w/drawal
Truancy
Law/norm
violations
Substance use
Weapon
possession
Harassment
Self-injury
Problem solving
Conflict & anger
management
Asking for
assistance
Communicating
feelings
Literacy
Self-management
skills
Managing bullying
behavior
•
•
ADULT BEHAVIOR
•
•
•
Office referral
In school detention
Out of school
suspension
Probation & parole
Arrests &
incarceration
Restraint &
seclusion
Mental health
referral
•
•
•
•
•
•
STUDENT OUTCOME
•
•
•
•
•
Disproportionality
Dropping out
School failure
Mental illness
School-to-prison
pipeline
Achievement gap
Unemployment
Delinquency
•
•
•
•
•
Consequences Adult Behaviors Teach, supervise,
reinforce
Active supervision
Check in check out
Function-based
support
Positive
reinforcement
Precorrection
Opportunity to
respond
Generalization
training
Data-based
decision making
•
•
•
•
•
•
•
•
•
Consequences •
•
•
•
•
•
•
•
•
Postsecondary
education
Employment
Family
Recreation &
leisure activities
Physical & mental
health
Positive peer group
Safe neighborhood
A bit o
f review
port? ms of Sup
e
t
s
y
S
d
e
r
Mul9-­‐9e
ents for all stud
s
s
e
c
c
u
s
Planning
•
•
!
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
CORE FEATURES
MTSS/PBIS
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
CONTENT
EXPERTISE &
FLUENCY
PBIS (aka SWPBS, MTBF)
Framework
for enhancing adop9on & implementa9on of of evidence-­‐based Continuum
interven9ons to achieve & behaviorally Academically
important outcomes for TEAM-BASED
IMPLEMENTATION
FEW ~5%
~15%
SOME Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
students All
Intensive Targeted Universal Few
Some
Con9nuum of Support for All All
~80% of Students
Dec 7, 2007
4
Be
ha
vio
rS
up
po
rt
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Intensive Prob Sol.
Targeted Technology
Intensive __________
Targeted __________
_________
Ind. play
Adult rel.
Self-assess
________
_______
Universal Homework
Coop play
_________
________
Attend.
Universal Con9nuum of Support for ALL: “________” __________
___________
Peer interac
_________
Dec 7, 2007
Label behavior…..not kids _________
Dec 7, 2007 Prac9ce Feedback Engagement Precision TERTIARY PREVENTION
•  Multi-disciplinary team w/ behavior expertise
•  Function-based behavior support
•  Wraparound, culture-driven, person-centered supports & planning
•  School mental health
•  Continuous monitoring of progress & implementation fidelity
•  Increased precorrection, supervision, reinforcement
SECONDARY PREVENTION
•  Team-led implementation w/ behavior expertise
•  Increased social skills instruction, practice
•  Increased supervision & precorrection
•  Increased opportunities for reinforcement
•  Continuous progress monitoring
•
PRIMARY PREVENTION
•  Team-led implementation
•  Behavior priority
•  Social behavior expectations
•  SW & CW teaching & encouraging of expectations
•  Consistency in responding to problem behavior
•  Data-based decision making
Teamwork SWPBS: Core Practice Features
ecision Data for d
making? ac:ons le
b
a
d
n
e
f
De
1. Specify/define need Data-­‐based Decision Making 2. Select right evidence-­‐
based solu9on Data used to….. 3. Monitor implementa9on fidelity 4. Monitor progress y or Capacit
f
n
o
9
a
t
n
Impleme
Building rivers hases & d
p
n
o
:
a
t
n
Impleme
5. Improve implementa9on 5
Effec9ve Organiza9ons Effec9ve Organiza9ons Common Language Common Experience “Organiza9ons are groups of individuals whose collec9ve behaviors are directed toward a common goal & maintained by a common outcome” MTSS & School Climate (Skinner, 1953, Science of Human Behavior) Common Vision/Values Common vision & objec9ves Common language Common experiences & rou9nes Quality leadership & coaching Quality
Leadership
Implementa9on Drivers State
Team
District
School
Funding*
General Implementa9on Process Visibility*&*
Dissemina4on*
Policy*&*
Systems*
Alignment*
Poli4cal*
Support*
Students
Agreements
Staff
Principal,
Superintendent
Data-based
Action Plan
“Plan”
= Coaching
Evaluation
“Check”
Personnel*
Selec4on*
LEADERSHIP*TEAM*
Coordina4on,*Readiness,*Priority*
Professional*
Development*
Implementation
“Do”
Coaching*&*
Technical*
Assistance*
Evalua4on*&*
Performance*
Feedback*
Content*
Exper4se*
Local*Implementa4on*Demonstra4ons*
All Staff, Students,
Administrators
Stages of Implementa9on Basic MTBF Implementa9on Framework Regional/State Leadership •  SWPBS prac9ces, data, systems •  Policy, funding, leadership, priority, agreement District Behavior Team Internal Coaching Support
School Behavior Team •  2 yr. ac9on plan •  Data plan •  Leadership •  Team mee9ng schedule External Coaching Support
•  SWPBS •  CWPBS •  Small group •  Individual student School Staff Student Benefit •  Academic •  Expecta9ons & rou9nes •  Social skills •  Self-­‐management •
•
•
•
•
•
Explora9on Installa9on Ini9al Implementa9on Full Implementa9on Innova9on Sustainability 2–4
Years
Team Support
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
6
ALL STAFF engage in…. General Phases, Activities, & Outcomes of Implementation
• Teaching, promp9ng, acknowledgement of posi9ve behavior • Precorrec9ve ac9ve supervision • Consistent & predictable processing of rule viola9ons • Greater posi9ve than nega9ve contacts & interac9ons Phase 1 Explora9on & Adop9on Phase 2 Ini9al Implementa9on * Document SC DISTRICT priority Phase 3 Full Implementa9on * Establish school * Document SC PRINCIPAL behavior leadership priority * Develop/implement team ac9on plan for SW * Document SC STAFF * Establish school implementa9on priority behavior coach * M
onitor implementa9on * Secure staff agreement fidelity & student See Readiness Checklist progress * Par9cipate training for SW & CW * Develop/implement ac9on plan for * Develop/implement specialized behavior ac9on plan, including support data system SC = School Climate
SW = School-Wide
CW = Classroom-Wide
Expected
Outcomes
STUDENTS…. STAFF Expected
Outcomes
• Learn SW & CW behavioral expecta9ons • Increase posi9ve social & self-­‐management skills • Increase posi9ve peer-­‐peer & peer-­‐adult contacts • Increase academic engagement & aZendance • Decrease problem behavior discipline referrals, & suspensions STUDENTS PHYSICAL & SOCIAL CLIMATE PHYSICAL & SOCIAL CLIMATE perceived as…. • Safer • More predictable • More posi9ve • More responsive Readiness avior h
e
b
l ia
c
o
s
Teaching explicitly?
behavior ic
m
e
d
a
c
Like a
Teaching calcula9ng hypotenuse of triangle “Work w/ another
for4
partner & ADJUST
do these
Efficiency
examples….”
“C2 = A2 + B2 where
DEFINE
C is side
opposite
rightSimply
angle….”
“I noticed that
everyone gotMONITOR
#1 & #3 &
“Watch me,…If A = 3
correct. #2ACKNOWLEDGE
was tricky
& B = 4,MODEL
then C2 =
Continuously
because no right
25, & C = 5….”
angle….”
“Work w/ your partner &
calculate hypotenuse
PRACTICE of
triangle for
these 3
In Setting
examples……”
Teaching social behaviors like academic skills “You got it. Tomorrow let’s
for
figure out howADJUST
to handle
Efficiency
cyber-teasing.”
“If someone won’t stop
teasing
your friend, you
DEFINE should
look cool & walk
Simply
away w/ your friend…”
“That was great. What
would that look like if
MONITOR
you were stuck
on the&
“Watch. This is how I
ACKNOWLEDGE
MODEL
bus? In
the
would do
it at a
Continuously
classroom?”
concert.”
“Tell me how you would
do it if you
were in
PRACTICE
hallway.”In“At
school
Setting
dance.”
7
Culture = Culture &
g
in
r
e
id
s
Co n
Context? istory h
g
in
n
r
a
e
L
Group of individuals Overt/verbal behavior Flexible, dynamic, & changed/shaped over 9me & across genera9ons & setng. Collec9on of learned behaviors, maintained by Shared learning history similar social & environmental con9ngencies Differen9ates 1 group from others Predic9ng future behavior Sugai, O’Keeffe, & Fallon 2012
Poten9al for cultural exchange & conflict 1. School establishes policy for norm viola9ng behavior 2. Kid caught engaging in norm-­‐
viola9ng behavior Student Teacher Community Family Administrator 3. Educator opts to complete discipline referral 4. Administrator opts to formalize incident ODR Data Point Se6ng Condi8ons Antecedents Policy makers Behaviors 4 a9ons! e
consid r
Consequences Antecedent Administrator Antecedent Behavior Behavior Consequence Educator Antecedent Behavior Antecedent Consequence Student CONCLUS
ION Educator Consequence Behavior Antecedent Consequence Behavior Administrator Consequence 8
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
Cultural/Context Considera8ons Supporting
Culturally Valid
Decision Making
Start w/ effec9ve, efficient, & relevant, doable ST
EM
S
S
ST
EM
SY
TA
DA
Supporting
Culturally
Knowledgeable
Staff Behavior
PRACTICES
Implementation
Fidelity
PRACTICES
Vincent, Randall, Cartledge,
Tobin, & Swain-Bradway 2011;
Sugai, O’Keeffe, & Fallon,
2012ab
BASIC PBIS LOGIC TA
DA
OUTCOMES
SY
SWPBS emphasis Supporting Culturally Relevant
Evidence-based Interventions
Prepare & support implementa9on Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Improve “Fit” 9