Positive Behavioral
Interventions & Supports:
School-based Prevention
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
George.sugai@uconn.edu
www.pbis.org
www.scalingup.org
www.cber.org
•
Surgeon General’s Report on Youth Violence (2001)
•
Coordinated Social Emotional & Learning
(Greenberg et al., 2003)
•
Center for Study & Prevention of Violence (2006)
•
White House Conference on School Violence (2006)
Positive
predictable
school-wide
climate
Multi-component,
multi-year schoolfamily-community
effort
Safe &
Respectful
School Climate
High rates
academic &
social success
(prevention)
Formal social
skills instruction
Positive adult
role models
Positive active
supervision &
reinforcement
PBIS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
PBIS (aka SWPBS) is
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
All students
Prevention Logic for All
Redesign of teaching environments…not students
Prevention Objectives
Prevention Actions
Prevent
Decrease worsening &
Eliminate
reduce
developmen
triggers &
t of new
intensity of maintainers
problem
of problem
existing
problem
behaviors
behaviors
behaviors
Add triggers
Teach,
&
monitor, &
maintainers acknowledge
prosocial
of prosocial
behavior
behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Intensive
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Prob Sol.
Targeted
Technology
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Homework
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
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
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
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
•
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
MTSS
PBIS
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
PRACTICE
“Don’t Throw
Stones!”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
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
12.4 - Mean Percentage Students (2010-11 Reg Ed) (Majors Only)
Students 0 or 1
Students 2 to 5
2%
5%
7%
4%
7%
12%
15%
10%
91%
83%
78%
86%
100%
90%
Students 6+
80%
70%
60%
50%
40%
30%
20%
10%
0%
PreK-K
N=
Elementary
2979
Middle
High
PreK-8
889
390
254
PreK-12
Others
12.5 - Mean Percentage ODRs (2010-11 Reg Ed) (Majors Only)
Students 0 or 1
Students 2 to 5
Students 6+
100%
33%
42%
75%
81%
41%
39%
38%
39%
25%
19%
17%
21%
90%
44%
40%
80%
70%
83%
79%
60%
50%
40%
30%
20%
10%
0%
PreK-K
N=
Elementary
2979
% of Students 9%
Middle
High
PreK-8
889
390
254
17%
22%
14%
PreK-12
Others
Cultural/Context
Considerations
Start w/
effective,
efficient, &
relevant,
doable
PBIS
Basic
“Logic”
PRACTICES
Implementation
Fidelity
Prepare &
support
implementation
Training
+
Coaching
+
Evaluation
Improve “Fit”
Maximum
Student
Outcomes
RCT & Group Design PBIS Studies
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
•
Reduced major disciplinary
infractions
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.
•
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., 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.
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), 1136-1145.
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.
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, 166(2), 149-156.
Common
Language &
Behaviors
Effective
Organizations
Common
Vision/Values
Common
Experience
Quality
Leadership