School-Wide Positive
Behavioral Interventions
and Supports (SWPBIS)
Northeast PBIS (NEPBIS) School-Wide Team Training
Day 8
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Advance Organizer
• Quick Recap of Day 7 Training
• Celebrate Accomplishments
• Tier 1: Class-Wide PBIS
– Focus on practices
– Focus on Systems
• Action Planning
TIER 1 LEADERSHIP TEAM & COACHES MEETINGS
• 3 days Coaches Meetings
2 Coaches
• 2 days of TA per district
Admin, Coach, Data Entry
• 3 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
• 2 days of Team Training
Same above
• 3 days Coaches Meetings
Same above
• 2 days of TA per district
Same above
YEAR 1
• 6 days of Team Training
Minimum membership:
administrator, grade level
representatives, support staff
YEAR 2
WHO
YEAR 3+
WHAT
Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
MAIN TRAINING OBJECTIVES in YEAR
2
• Enhance leadership team
• Maintain staff agreements
• Enhance knowledge of SWPBIS
outcomes, data, practices, and systems
• Refine individualized action plan for
SWPBIS
• Enhance and sustain implementation in
future years
TRAINING EXPECTATIONS:
RESPECT…
SELF
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
OTHERS
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every voice,
reinforce participation
ENVIRONMENT
• Recycle
• Maintain neat working area
Tools!
nepbis.org
pbis.org
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Review of Day 7
We reviewed
guidelines,
examples,
Critical
Features
of PBISand did a
self-check for critical implementation steps
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
We Previewed Two
New Tier 1 Topics:
•
•
Equity
Integrating Initiatives: Bully
Prevention
Equity
(adapted from Kent McIntosh)
Disproportionality in School
Discipline (Losen & Skiba, 2010)
Definitions
• Overt Bias
– Conscious belief in superiority of a group
• Explicit Bias
– Conscious belief that some groups aspire to
desirable traits more than others
• Implicit Bias
– Unconscious associations regarding some
groups
A 5-point
Intervention
to Enhance
Equity in
School
Discipline
http://www.pbis.org/school/equity-pbis
5-point Intervention to Enhance
Equity in School Discipline
1. Use effective instruction to reduce the
achievement gap
2. Implement SWPBIS to build a foundation of
prevention
3. Collect, use, and report disaggregated student
discipline data
4. Develop policies with accountability for
disciplinary equity
5. Teach neutralizing routines for vulnerable
decision points
http://www.pbis.org/school/equity-pbis
Integrating Initiatives:
Bully Prevention in PBIS
(adapted from George Sugai, Aug 2010)
Doesn’t Work
• Label student
• Exclude student
• Blame family
• Punish student
• Assign restitution
• Ask for apology
Works
• Teach targeted social
skills
• Reward social skills
• Teach all
• Individual for nonresponsive behavior
• Invest in positive
school-wide culture
PBIS Prevention Goals & Bullying Behavior
•Establish positive, predictable, consistent,
Goal 1 rewarding school culture for all across all settings
•Teach social skills that work at least as well as or
Goal 2 better than problem behavior
•Respond to nonresponsive behavior proactively &
Goal 3 differently, rather than reactively & more of same
•Actively supervise & precorrect for problem
Goal 4 behaviors & settings, especially nonclassroom
School
“Show and Tell”
Activity:
Show, Tell, and Ask
• Work as
team for
10 min
• Review your action plan and
identify
– 1-2 accomplishments since last
time we met
– 1-2 questions or concerns shared by
most members of team
• You’ll have 3-5 min to show, tell,
and ask!
Class-Wide PBIS:
Focus on Practices
Critical Features of
Evidence-based
Classroom
Management
Acknowledgements for this portion:
Other Members of Research
Team:
Sarah Fairbanks, Amy Briesch, Diane
Myers, & George Sugai
www.pbis.org
www.cber.org
SWPBS
Systems
Classroom
Non-classroom
Student
Family
What “kind” of students can display
problematic behavior?
All students. Students with/without labels who are served in
general/special education can display problematic behavior.
This is not a special education issue. It is an education issue.
We need to learn more about
the 5 critical features of
effective classroom management
to be able to help all students.
Evidence Based Practices in
Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3.
Actively engage students in observable ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
1. Maximize structure in your classroom.
• Develop Predictable Routines
– Teacher routines
– Student routines
• Design environment to (a) elicit appropriate
behavior and (b) minimize crowding and
distraction:
–
–
–
–
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)
2.
Post, Teach, Review, Monitor, and reinforce a
small number of positively stated
expectations.
Establish
Evaluate
Monitor
Teach
Prompt
Establish
Behavioral expectations/Rules
• Operationally define what the rules look
like across all the routines and settings
in your school.
• One way to do this is in a matrix format.
• This matrix should compliment your
school-wide matrix, but be specific to
your classroom setting.
Rules within Routines Matrix
Routines
Rules
Respect
Responsibility
Safety
Entering
Classroom
Seat Work
Small
Group
Activity
Leaving
Classroom
Teach
rules in the context of routines
• Teach expectations directly.
– Define rule in operational terms—tell students what the rule
looks like within routine.
– Provide students with examples and non-examples of rulefollowing within routine.
• Actively involve students in lesson—game, role-play,
etc. to check for their understanding.
• Provide opportunities to practice rule following
behavior in the natural setting.
Prompt
or remind students of the rule
• Provide students with visual prompts (e.g.,
posters, illustrations, etc).
• Use pre-corrections, which include “verbal
reminders, behavioral rehearsals, or
demonstrations of rule-following or socially
appropriate behaviors that are presented in or
before settings were problem behavior is likely”
(Colvin, Sugai, Good, Lee, 1997).
Percent of Intervals
What happens when we prompt a student
ONE time at the beginning of class?
100
90
80
70
60
50
40
30
20
10
0
Baseline
Student 1
Alternating Treatments
No Prompt
Prompt
1
2
3
4
5
6
7
8
9
10
11
12
13
Observation Sessions
(Faul, Stepensky, & Simonsen, under review)
It worked for the next student too!
Student 2
Percent of Intervals
No Prompt
100
90
80
70
60
50
40
30
20
10
0
Baseline
Alternating Treatments
Prompt
1
2
3
4
5
6
7
8
9
10
11
12
13
Observation Sessions
(Faul, Stepensky, & Simonsen, under review)
Monitor
students’ behavior in natural context
• Active Supervision (Colvin, Sugai, Good, Lee, 1997):
» Move around
» Look around (Scan)
» Interact with students
» Reinforce
» Correct
Evaluate
the effect of instruction
• Collect data
– Are rules being followed?
– If there are errors,
•who is making them?
•where are the errors occurring?
•what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions
Simonsen, Myers, Everett, Sugai, Spencer, &
A lesson plan that prompts the critical features just
described:
2.
RECAP: Post, Teach, Review, Monitor, and
reinforce a small number of positively stated
expectations.
Establish
Evaluate
Monitor
Teach
Prompt
3. Actively engage students in observable ways.

Provide high rates of opportunities to respond

Consider various observable ways to engage
students

Link engagement with outcome objectives
Range of evidence based practices
that promote active engagement

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
• Specific and Contingent Praise
• Group Contingencies
• Behavior Contracts
• Token Economies
Specific and Contingent Praise
• Praise should be…
– …contingent: occur immediately following
desired behavior
– …specific: tell learner exactly what they are doing
correctly and continue to do in the future
•“Good job” (not very specific)
•“I like how you are showing me active listening by
having quiet hands and feet and eyes on me”
(specific)
Group Contingencies
• Three types:
– “All for one”
(Interdependent Group Contingency)
– “One for all”
(Dependent Group Contingency
– “To each his/her own”
(Independent Group Contingency)
Behavioral Contracts
• A written document that specifies a contingency for
an individual student or in this case…whole class
• Contains the following elements:
– Operational definition of BEHAVIOR
– Clear descriptions of REINFORCERS
– OUTCOMES if student fails to meet expectations.
– Special BONUSES that may be used to increase motivation
or participation.
(Wolery, Bailey, & Sugai, 1988)
Class Constitution
In Mrs. Gaines’ class, we are respectful to others, responsible for our
selves, and create a safe environment.
We will be recognized (with kind words and points) by Mrs. Gaines
when we demonstrate these behaviors. When we forget, we will be
reminded.
If the whole class demonstrates these behaviors most of the time
(earns X% of points) for X days, we will be able to choose a fun
activity for Friday Fun.
My signature shows that I understand and agree.
Mrs. Gaines
Luis
Abby
Jacob
Roisin
Caleb
Establishing a Token Economy
•
•
•
•
•
•
•
Determine and teach the target skills
Select tokens
Identify what will be back-up reinforcers
Identify the number of tokens required to receive
back-up reinforcers
Define and teach the exchange and token
delivery system
Define decision rules to change/fade the plan
Determine how the plan will be monitored
(Guidelines from Sulzer-Azaroff & Mayer, 1991)
Considerations for Token Economies
• A token can easily provide immediate feedback about
student behavior, while delaying the presentation of
the back-up reinforcer.
• Allows you to avoid satiation of reinforcers.
• Beware of counterfeiters.
• Do you plan on only giving tokens for appropriate
behavior? Or, will you implement a response cost
procedure?
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
• Error Corrections
• Differential
Reinforcement
• Planned ignoring
• Response Cost
• Time out from
reinforcement
Quick Error Corrections
• Error corrections should be…
– …contingent: occur immediately after the
undesired behavior
– …specific: tell learner exactly what they
are doing incorrectly and what they
should do differently in the future
– …brief: after redirecting back to
appropriate behavior, move on
Types of Differential Reinforcement
• DR…of lower rates of behavior (DRL)
• DR…of other behaviors (DRO)
• DR…of alternative behavior (DRA)
• DR…of incompatible behavior (DRI)
Planned Ignoring
Definition:
• If a behavior is maintained by adult attention
…consider planned ignoring (e.g., ignore
behavior of interest)
Examples:
• Taylor talks out in class and his teacher currently
responds to him approximately 60% in the time
(either + or -).
• The teacher decides to ignore all talk outs and
instead only call on him when his hand is raised.
Response Cost
Definition:
• The withdrawal of specific amounts of a
reinforcer contingent upon inappropriate
behavior.
Examples:
• A wrong answer results in a loss of points.
• Come to class without a pencil, buy one for 5
points.
Response Cost Cont’d
• Response cost procedures fit best within a token
economy.
• Generally, better to stick to the positives...
– What happens if you continue to take away points?
– How do you retrieve tokens once they have been given?
• REMEMBER we always want a higher ratio of
positives to negatives!!!!!
    : 
Time-out
Definition:
• A child (or class) is removed from a previously
reinforcing environment or setting, to one that is
not reinforcing
Example:
• Child throws a rock at another child on the
playground. The child is removed to the office….
• REMEMBER the environment the child is removed
to cannot be reinforcing!!! So, if the child receives
adult attention in the office, which they find
reinforcing, YOU have NOT put the child on time
out
RECAP: Evidence Based Practices
in Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3.
Actively engage students in observable ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
Does this remind you of anything
you’ve
(Simonsen, Fairbanks,
Briesch,seen
Myers, &before?
Sugai, 2008)
Evidence-Based Practices in
Classroom Management
1.
2.
3.
IV.B
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated
expectations.
4.
Provide more acknowledgement for appropriate
than inappropriate behaviors.
5.
Maximize varied opportunities to respond.
6.
Maximize active engagement.
7.
Actively & continuously supervise.
8.
Respond to inappropriate behaviors quickly,
positively, & directly.
9.
Establish multiple strategies for acknowledging
appropriate behavior.
10. Generally provide specific feedback for errors &
corrects.
Another useful resource from OSEP and pbis.org
Interactive!Map!of!Core!Features!
Interactive Map of Core
"
"
Classroom"Interventions"and"Supports
Foundations"(Table"1)
1.1"Settings
The!physical!layout!of!the!
classroom!is!designed!to!be!
effective
1.2"Routines
Predictable!classroom!
!
routines!are!developed!and!
taught
1.3"Expectations
Three!to!five!classroom!rules!
are!clearly!posted,!defined,!
and!explicitly!taught
Features
Practices"(Table"2)
Data"Systems"(Table"3)
Prevention
Response
2.1"Supervision
Provide!reminders!
(prompts),!and!actively!
scan,!move,!and!interact!
with!students
2.5"Error"Corrections
Use!brief,!contingent,!and!
specific!statements!when!
misbehavior!occurs
2.2"Opportunity
Provide!high!rates!and!
varied!opportunities!for!all!
students!to!respond!
2.3"Acknowledgment
!
Using!specific!praise!and!
other!strategies,!let!
students!know!when!they!
meet!classroom!
expectations
2.4"Prompts"and"
Precorrections
Provide!reminders,!before!
a!behavior!is!expected,!
that!clearly!describe!the!
expectation
2.6"Other"Strategies
Use!other!strategies!that!
preempt!escalation,!
minimize!inadvertent!
reward!of!the!problem!
!
behavior,!create!a!
learning!opportunity!for!
emphasizing!desired!
behavior,!and!maintain!
optimal!instructional!time!
2.7"Additional"Tools"
More!tips!for!teachers!!
3.1"Counting
Record!how!often!or!how!
many!times!a!behavior!
occurs!(also!called!
frequency)
3.2"Timing
Record!how!long!a!behavior!
lasts!(also!called!duration).
3.3"Sampling
Estimate!how!often!a!
!
behavior!occurs!during!part!
of!an!interval,!the!entire!
interval,!or!at!the!end!of!an!
interval!
3.4"ABC"Cards,"Incident"
Reports,"or"Office"
Discipline"Referrals
Record!information!about!
the!events!that!occurred!
before,!during,!and!after!a!
behavior!incident
Self-Assessment
Decision Making Chart
Tables with Definitions, Examples,
Non-Examples, and Resources
Additional Tools
Scenarios to illustrate
implementation
Activity:
Discussion on Class-Wide PBIS
• Work as
team for
15 min
• Review “Supporting and Responding to
Behavior” on pbis.org
• Discuss the extent to which you believe
all/most teachers are implementing
all/most of the evidence-based critical
features of classroom management.
• What are biggest challenges?
• Prepare to present 1 “big idea” from
your group.
Class-Wide PBIS:
Focus on Systems
To Support
Implementation
What is implementation?
• Implementation is “…specified set of activities designed to
put into practice an activity or program of known
dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5)
• It’s what we do.
• Implementation outcomes include “changes in…
– “…adult professional behavior”
– “…organizational structures and cultures…to support the changes in
adult professional behavior”
– “…relationships to consumers, stakeholders, …and systems
partners” (Fixsen et al., 2005, p. 12)
Isn’t there science to guide
implementation?
Translated into our language (based on theirs)…
• Begin with an “it” (evidence-based practice [EBP] or
program; aka “source” or “best example”)
• Identify the “who” (individuals who work to implement with
fidelity; aka “purveyors”)
• Identify the “where” (individuals and organizations that will
adopt the EBP; aka “destination”)
• Determine “how”: train, prompt, and use data (performance
feedback; aka “feedback mechanism” or information flow)
• Consider context (aka “influence”)
(Fixsen, Naoom, Blasé, Friedman, & Wallace,
Isn’t there science to guide
implementation?
“New
“Old Way”
It:
EBP
Where:
Teacher / Classroom
Context
Who:
Implementation
“Supporters”
How:
Train, prompt, use
data
(Fixsen, Naoom, Blasé, Friedman, & Wallace,
This is one way to start organizing our
implementation supports
It:
EBP
We know
what these
are!
Where:
Teacher / Classroom
We know
where!
But…
Who:?
Implementation
“Supporters”
Expert
Peer
How
SelfContext
often?
How:?
Train, prompt, use
data
Who
On
what?
needs
what?
(Adapted from Fixsen, Naoom, Blasé, Friedman, &
We can’t afford to do everything, but
we can’t afford to do nothing...
We think there’s a lot in between!
NOTHING
BUT, how do we
organize all of this?
No Training or
Support
Provided
“Sit and
Get” training
delivered in
isolation
Didactic
training +
email
reminders
Didactic
training +
email
reminders +
periodic
check-ins
PLUS Self-management supports
EVERYTHING
Every teacher
receives
coaching and
performance
feedback
Multi-tiered Framework of Professional Development Support
Progress Monitoring
Walk-through, Student Data Review,
Teacher Collected Data
Universal Screening
Walk-through & Student Data
Review
Tier 3
Intensive PD: Data-driven
Consultation
Tier 2
Targeted PD: Self-Management with
Peer or Coaching Supports
Tier 1
Universal PD: Training & SelfManagement
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)
Bottom line…
“training by itself does not
result in positive
implementation…or
intervention outcomes”
(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40-41)
So, what do we do?
74
One approach: Self-Management
• Across multiple studies, we’ve found that selfmanagement with email coaching prompts resulted in
desired initial increases in specific classroom
management skills across teachers. We are still working
Teachers… and generalization of effects.
to enhance maintenance
(Simonsen, Freeman, Dooley, Maddock, & Kern, under review;
• Set a goal (criterion for selfSimonsen Freeman,
Dooley, Kern, & Maddock, in preparation)
reinforcement)
• Self-monitored daily
• Entered data into an Excel
Spreadsheet, which automatically
graphed daily skillrates relative to
goal
• Self-evaluated and self-reinforced
• Received weekly email prompts to
use skill and submit data
Strategies…What do you do?
• One shot in-service?
• On-going training?
• Mentoring?
• Coaching?
• Performance feedback?
• _____________________
• _____________________
• _____________________
76
Examples from schools…
• Principal reviews 1 strategy per faculty meeting
and gives grade-level (or content-specific) teams
time to action plan around incorporating the
strategy into their classrooms.
• Dean of Students has teachers read a book on
classroom management (e.g., Colvin’s book) and
provides explicit training on each strategy (with
CEUs).
• School arranges peer mentors for all new or
struggling teachers. Mentors model and then
provide coaching and feedback.
77
Other examples…
• Principal teaches one strategy (e.g., praise) and
asks teachers to self-monitor their use of that
strategy during 1 instructional activity per day
for a week. Teachers turn in their praise rates
with a plan to improve or maintain their levels.
• PBS team members present content on
classroom management (e.g., matrix, lesson
plans, etc.). Then, they hold “workshop” drop in
hours—when teachers can come get assistance
with creating their products.
78
Activity:
Jigsaw Class-Wide PBIS Systems
• Work as
team for
15 min
• Brainstorm ideas for improving
classroom management at your school
• Jigsaw for
15-20 min
• Count off and share ideas with
individuals from other schools to
refine/expand your ideas.
• Return to
school
team and
share 10
min
• Return to your school team, debrief,
and add relevant action steps to your
action plan.
• Prepare to present 1 “big idea” from
your group.
SWPBIS Action Planning
Activity:
Action Planning
• Work as
team for
75 min
• Complete the Team Implementation Checklist
• Return to your Action Plan
• Focus on classroom practices and systems
discussed today, and review classroom data
summarized by your coach.
• Identify relevant resources and steps to help
move your school forward.
• Present 2-3 “big ideas” from your group (1
min. reports)
Review of SWPBIS
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
Evidence Based Practices in
Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3.
Actively engage students in observable ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
Another useful resource from OSEP and pbis.org
Multi-tiered Framework of Professional Development Support
Progress Monitoring
Walk-through, Student Data Review,
Teacher Collected Data
Universal Screening
Walk-through & Student Data
Review
Tier 3
Intensive PD: Data-driven
Consultation
Tier 2
Targeted PD: Self-Management with
Peer or Coaching Supports
Tier 1
Universal PD: Training & SelfManagement
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers,
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
Family
Student