SWPBS Overview:
Establishing Continuum of
Support for All
George Sugai
Center on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
University of Connecticut
www.PBIS.org
www.cber.org
George.sugai@uconn.edu
Purpose
Provide over/review of SWPBS w/
focus on…..
– Rationale
– Guiding principles
– Implementation features
– Outcome data
– Q&A
Challenge
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)
Context Matters:
Examples
Individual Student
vs.
School-wide
“Reiko”
Assessments indicate that Reiko
performs in average to above
average range in most academic
areas. However, her teacher has
noticed Reiko’s frequent talking &
asking & answering questions without
raising her hand has become an
annoying problem to other students &
to teacher.
What would you do?
“Kiyoshi”
Kiyoshi is a highly competent student, but
has long history of antisocial behavior. He
is quick to anger, & minor events quickly
escalate to major confrontations. He has
few friends, & most of his conflicts occur
with peers in hallways & cafeteria & on
bus. In last 2 months, he has been given 8
days of in school detention & 6 days of out
of school suspension. In a recent event, he
broke glasses of another student.
What would you do?
“Mitch”
Mitch displays a number of stereotypic
(e.g., light filtering with his fingers, head
rolling) & self-injurious behaviors (e.g.,
face slapping, arm biting), & his
communications are limited to a verbal
vocabulary of about 25 words. When his
usual routines are changed or items are
not in their usual places, his rates of
stereotypic & self-injurious behavior
increase quickly.
What would you do?
“Rachel”
Rachel dresses in black every day, rarely interacts
with teachers or other students, & writes &
distributes poems & stories about witchcraft, alien
nations, gundams, & other science fiction topics.
When approached or confronted by teachers, she
pulls hood of her black sweatshirt or coat over her
head & walks away. Mystified by Rachel’s behavior,
teachers usually shake their heads & let her walk
away. Recently, Rachel carefully wrapped a dead
squirrel in black cloth & placed it on her desk. Other
students became frightened when she began talking
to it.
What would you do?
Fortunately, we have a science
that guides us to…
• Assess these situations
• Develop behavior intervention plans
based on our assessment
• Monitor student progress & make
enhancements
All in ways that can be culturally &
contextually appropriate
Crone & Horner, 2003
However, context
matters….
What factors influence our ability to
implement what we know with
accuracy, consistency, & durability
for students like Rachel, Reiko,
Mitch, & Kiyoshi?
“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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school
detention room has so many
students that the overflow is sent to
the counselor’s office. Most
students have been assigned for
being in the hallways after the late
bell.
“Cliques”
During Advisory Class, the
“sportsters” sit in the back of the
room, & “goths” sit at the front.
Most class activities result in out of
seat, yelling arguments between
the two groups.
“Four corners”
Three rival gangs are
competing for “four corners.”
Teachers actively avoid the
area. Because of daily conflicts,
vice principal has moved her
desk to four corners.
Questions!
• What would behavior support look
like if Mitch, Rachel, Kiyoshi, &
Reiko were in these classrooms &
schools?
• Are these environments safe,
caring, & effective?
Context Matters!
Big worry is “Get Tough”
approach to responding to
problem behavior
Example:
“Teaching” by Getting Tough
Runyon: “I hate this f____ing school,
& you’re a dumbf_____.”
Teacher: “That is disrespectful
language. I’m sending you to the
office so you’ll learn never to say
those words again….starting now!”
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
Reactive responses are
predictable….
When we experience aversive
situation, we select interventions
that produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to
student &/or others
When behavior doesn’t
improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that
student…
• Is inherently “bad”
• Will learn more appropriate
behavior through increased
use of “aversives”
• Will be better tomorrow…….
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
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….consider function
Messages Repeated!
1. Successful Individual student
behavior support is linked to host
environments or schools that are
effective, efficient, relevant, &
durable
2. Learning & teaching environments
must be redesigned to increase the
likelihood of behavioral & academic
success
2001 Surgeon General’s Report on
Youth Violence: Recommendations
• Change social context to break up
antisocial networks
• Improve parent effectiveness
• Increase academic success
• Create positive school climates
• Teach & encourage individual
social skills & competence
School-based Prevention & Youth
Development Programming
Coordinated Social Emotional & Academic Learning
Greenberg et al. (2003) American Psychologist
• Teach children social skills directly in real context
• “Foster respectful, supportive relations among
students, school staff, & parents”
• Support & reinforce positive academic & social
behavior through comprehensive systems
• Invest in multiyear, multicomponent programs
• Combine classroom & school- & community-wide
efforts
• Precorrect & continue prevention efforts
Lessons Learned: White House
Conference on School Safety
• Students, staff, & community must have means of
communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting studentteacher-family relationships are important
• High rates of academic & social success are
important
• Positive, respectful, predictable, & trusting school
environment/climate is important for all students
• Metal detectors, surveillance cameras, & security
guards are insufficient deterrents
Characteristics of Safe School
Center for Study & Prevention of Youth Violence
• High academic expectations & performance
• High levels of parental & community involvement
• Effective leadership by administrators & teachers
• A few clearly understood & uniformly enforced,
rules
• Social skills instruction, character education &
good citizenship.
• After school – extended day programs
SWPBS Logic
Successful individual student
behavior support is linked to host
environments that are redesigned
& supported to be effective,
efficient, durable, & relevant for
all students
(Zins & Ponte, 1990)
SWPBS is about….
Improving
classroom &
school climate
Integrating
academic &
behavior
initiatives
Improving
support for
students w/
EBD
Decreasing
reactive
management
Maximizing
academic
achievement
Implementation
Levels
Student
Classroom
School
District
State
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Responsiveness to
Intervention:
Achievement
+
Social Behavior
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
RtI: Defining Features
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
CONTINUUM of SWPBS
Tertiary Prevention
• Function-based support
•
Audit
•
~5%•
1. Identify existing efforts
•
by tier
~15%
2.Prevention
Specify outcome for each effort
Secondary
• Check in/out
3. Evaluate implementation accuracy
•
•
& outcome effectiveness
•
•
4. Eliminate/integrate based on
Primary Prevention
outcomes
• SWPBS
•
5. Establish
•
•
•
~80% of Students
decision rules (RtI)
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide Systems
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
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
Setting Systems
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
Systems
• 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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sample Implementation “Map”
• 2+ years of school team training
• Annual “booster” events
• Coaching/facilitator support @ school &
district levels
• Regular self-assessment & evaluation data
• On-going preparation of trainers
• Development of local/district leadership
teams
• Establishment of state/regional leadership &
policy team
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Employee Entrance at Tulsa
Downtown Doubletree
Carmen Arace Intermediate, Bloomfield
SETTING
TEACHING
MATRIX
Expectations
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
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.
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.
Respect
Property
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
RAH – Athletics
RAH
Practice
Competitions
Eligibility
Lettering
Team Travel
Respect
Listen to coaches
directions; push
yourself and
encourage
teammates to excel.
Show positive
sportsmanship;
Solve problems in
mature manner;
Positive interactions with refs,
umps, etc.
Show up on time
for every practice
and competition.
Show up on time
for every practice
and competition;
Compete x%.
Take care of your
own possessions
and litter; be where
you are directed to
be.
Achievement
Set example in the
classroom and in
the playing field as
a true achiever.
Set and reach for
both individual and
team goals;
encourage your
teammates.
Earn passing
grades; Attend
school regularly;
only excused
absences
Demonstrate
academic
excellence.
Complete your
assignments missed
for team travel.
Honor
Demonstrate good
sportsmanship and
team spirit.
Suit up in clean
uniforms; Win with
honor and integrity;
Represent your
school with good
conduct.
Show team pride in
and out of the
school. Stay out of
trouble – set a good
example for others.
Suit up for any
competitions you
are not playing.
Show team honor.
Remember you are
acting on behalf of
the school at all
times and
demonstrate team
honor/pride.
Cheer for
teammates.
Acknowledge & Recognize
OMMS Business Partner Ticket
6
7
8
Date: ________________
Student Name __________________________________
For Demonstrating: Safety
EthicsRespect
(Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
Business Name: ________________________________________
Minnesota 5/06
Clever Variations
• Bus Bucks
• Super Sub Slips
What really matters
• Golden Plunger
is positive social
acknowledgement
• G.O.O.S.E.
& interaction!!
• First-in-Line
• Patriot’s Parking Pass
• Business Partner Discount
Are “Rewards” Dangerous?
“…our research team has conducted a
series of reviews and analysis of (the
reward) literature; our conclusion is that
there is no inherent negative property of
reward. Our analyses indicate that the
argument against the use of rewards is an
overgeneralization based on a narrow set
of circumstances.”
– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom!
• “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate!
• Natural consequences are varied,
unpredictable, undependable,…not
always preventive
Elementary School
Suspension Rate
Elementary School
Middle School
Office Referrals
531
600
346
500
400
300
200
100
0
2004-05
2005-06
Middle School
Suspension Rate
Middle School
4J School District
Change from 97-98 to 01-02
Elem With School-wide PBS
20
Eugene, Oregon
15
10
5
0
-5
1
2
3
4
5
6
7
8
9
10
11
12
13
Schools
Change from 97-98 to 01-02
Elem Without School-wide PBS
6
4
2
0
-2
-4
-6
1
2
3
4
Schools
5
6
Change in the
percentage of
students meeting
the state standard
in reading at grade
3 from 97-98 to 0102 for schools
using PBIS all four
years and those
that did not.
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
6+ ODR
2-5 ODR
0-1 ODR
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
Mean Proportion of
Students
1
0.8
04%
08%
14%
17%
0.6
88%
69%
0.4
0.2
0
Met SET N = 28
Not Met SET N = 11
6+ ODR
2-5 ODR
0-1 ODR
Major Office Discipline Referrals (05-06)
Mean Proportion of Students
0-1
'2-5
'6+
100%
90%
3%
8%
10%
11%
16%
18%
89%
74%
71%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K=6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1
'2-5
'6+
100%
90%
32%
48%
45%
43%
37%
40%
25%
15%
15%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give
your
best
effort.
Be
prepare
d.
Walk.
Have a plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comput
e.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/f
eet to
self.
Help/sha
re with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whispe
r.
Return
books.
Listen/watc
h.
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
carefull
y.
Pick up.
Treat
chairs
appropriate
ly.
Wipe your
feet.
Sit
appropriat
ely.
George.sugai@uconn.edu
Robh@uoregon.edu
www.pbis.org
www.cber.org