Making PBIS Work: History,
Science, & New Directions
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Nov 3 2011
www.pbis.org
www.scalingup.org
www.cber.org
“Notes to Self”
Emphasize & review core PBIS features
Focus leadership behaviors
Show evidence-base
Link implementation fidelity & student
outcomes
Relate academic & behavior outcomes
Show how all relates to some
Basics
Bicycling
• Keep max. air pressure
Cooking
• Keep knife sharp
Billiards
• Keep cue level & follow through
Research
• Describe mechanism of applied
problems
PBIS
• Multi-tiered prevention
framework
Emphasis on
punishment
Poor
implementation
fidelity
Nonconstructive
Reactive
1980s
SW
Discipline
Problem
Limited
effects
Positive
• Surgeon General’s
predictable
Report on Youth
school-wide
Violence (2001)
Multi-component, climate
High rates
• Coordinated
Social
multi-year
schoolacademic &
Emotional
& Learning
family-community
social success
(Greenbergeffort
et al.,
2003)
VIOLENCE
VIOLENCE
PREVENTION
• Center for Study &
PREVENTION
Prevention of
Positive
adult
Violence
(2006)
Formal social
models
skills
• Whiterole
House
Conference on
Positive active instruction
School Violence
supervision &
(2006)
reinforcement
Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
worsening &
reduce
intensity of
existing
problem
behaviors
Eliminate
Teach,
triggers &
monitor, &
maintainers of acknowledge
problem
prosocial
behaviors
behavior
Redesign of teaching environments…not students
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r 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.
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.
Proportion of Students Meeting State Academic
EOG Reading
Standard
Bob Algozzine
NC Positive Behavior Support Initiative
100
95
90
85
80
75
Schools w/ Low
ODRs & High
Academic
Outcomes
Reading
Linear (Reading)
70
rxy = -.44
(n = 36)
65
60
55
50
0.00
0.10
0.20
0.30
0.40
0.50
ODRs
0.60
0.70
0.80
0.90
1.00
Office Discipline Referrals per 100 Students
PBIS in North Carolina
Academic-Behavior Connection
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.
If outcome is implementation
fidelity, avoid “train & hope” PD.
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
SWPBS (aka PBIS/RtI) is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
“Early
Triangle”
(p. 201)
Walker, Knitzer,
Reid, et al., CDC
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
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Math
Intensive
Science
Continuum of
Support for ALL
“Theora”
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Prob Sol.
Targeted
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
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
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Basic “Logic”
PRACTICES
Implementation
Fidelity
Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
EXPLORATION &
ADOPTION
INSTALLATION
• We think we know what we need, so we
ordered 3 month free trial (evidence-based)
• Let’s make sure we’re ready to
implement (capacity infrastructure)
INITIAL
IMPLEMENTATION
• Let’s give it a try & evaluate
(demonstration)
FULL
IMPLEMENTATION
• That worked, let’s do it for real
(investment)
SUSTAINABILITY &
CONTINUOUS
REGENERATION
• Let’s make it our way of doing business
(institutionalized use)
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places
where employees
(Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their
jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
Business
Education
Equipment & materials
Curriculum & supplies
Workforce employees
Teachers & assistants
Supervisors & managers
Principals & depart chairs
Coop executive officer
Superintendent
Board of directors
Board of education
Divisions & departments
Gr levels & acad depart
Research & development
Professional development
Consumers & customers
Families, stdnts, & comm
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where
educators, students, family members, etc….
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their
efforts are important
8. See students/teachers/principals around them committed to
doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
To receive positive ratings on previous,
managers must do 4 things well:
When selecting someone, they select for talent…not
simply experience, intelligence, or determination.
When setting expectations, they define right
outcomes…not the right steps.
When motivating someone, they focus on
strengths…not on weaknesses.
When developing someone, they help him find right
fit…not simply the next rung on ladder. (p. 67)
Buckingham & Coffman 2002, Gallup
School leadership & contributing
factors on student learning.
Student/ Family
Background
School
Leadership
School
Conditions
Teachers
Classroom
Conditions
Louis, Leithwood, Wahlstrom, & Anderson (2010).
Effective leaders engage in actions or
behaviors & establish working conditions that:
Emphasize setting clear goals
Develop strength qualities of teachers
Organize operation of school for success
Consider implementation phases, drivers, & processes
associated w/ utilization of effective teaching practice
Promote strengths, talents, & capacities of their workers
to achieve specific expectations & outcomes
Monitor & measure effects of their actions, decisions, &
policies w/relevant data
Sugai, Horner, & Lewis, in press
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student &
Family
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r 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.
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.
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Hallway
Assembly
Respect
Others
• Use inside
voice
• ________
• Eat your own
food
•__________
• Stay in your
seat
•_________
• Stay to right
• _________
• Arrive on
time to
speaker
•__________
Respect
Environment
& Property
• Recycle
paper
•_________
• Return trays
•__________
• Keep feet on
floor
•__________
• Put trash in
cans
•_________
• Take litter
with you
•__________
Respect
Yourself
• Do your best
•__________
• Wash your
hands
•__________
• Be at stop on
time
•__________
• Use your
words
•__________
• Listen to
speaker
•__________
• Have
materials
ready
•__________
• Eat balanced
diet
•__________
• Go directly
from bus to
class
•__________
• Go directly
to class
•__________
• Discuss topic
in class w/
others
•__________
Respect
Learning
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
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 grouprandomized 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.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive
behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial.
Data Decision Making
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Data Assessment & Evaluation Tools
School-wide
Evaluation Tool
• External
• Tier I implementation
Team
Implementation
Checklist
• Self-assessment
• Tier I implementation
Benchmarks of
Quality
• Team/coach self-assessment
• Tier I implementation
Benchmarks of
Advanced Tiers
• Coach/team assessment
• Tiers II/III
Individual Student
Support Evaluation
Tool
• Tier II/III implementation
• External assessment
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Culture is the extent to which a group of
individuals engage in overt & verbal behavior
reflecting shared behavioral learning histories,
serving to differentiate the group from other
groups, & predicting how individuals within the
group act in specific setting conditions.
That is, culture reflects a
collection of common verbal
& overt behaviors that are
learned & maintained by a
set of similar social &
environmental contingencies
(i.e., learning history).
Emphasis is on applied
settings with recognition
that group membership is (a)
flexible & dynamic, & (b)
changed & shaped over
time, across generations, &
from one setting to another.
Highline School District, Washington May 2011
Shi shmar ef School
Behavi or Ex pect at i ons
As Shishmaref Nort hern Light s, t oget her we will help each ot her and
ourselves work hard and be ready t o learn, be respect f ul, and f ulf ill our
roles at school and in t he communit y. Toget her we will be posit ive and
responsible t o creat e a welcome environment f or all st udent s and st af f .
Behavior
Hallway
Recess/ Gym
Lunchr oom
Piqpaiguraġlui
We are
respect f ul
Walk quiet ly
List en t o t he
supervisors
Keep hands and
f eet t o yourself
Keep your place in
line
Follow t he rules
Use your manners
Keep your body t o
yourself
Keep hands and
f eet t o yourself
Speak in a
posit ive manner
Go direct ly t o
where you should
be
Be good winners
and losers
St ay in Place in
line and at t able
Go as quickly as
you can
Wait your
t urn
Take t urns
Ask f or help or
give ot hers help
when needed.
Keep bat hroom
clean
Accept
consequences
Use bat hroom
appropriat ely
Help ot hers
when t hey need
you t o
St ay calm
Help ot hers
Work t oward
a solut ion
Use posit ive words
(spelling)
pic- bay- gu- rug- loiue
(pronunciation)
Tuniqsimaluta
(spelling)
We are
responsible
to- nick- see- muh loot- da
Ask permission t o
be in hallways
(pronunciation)
Naguatun
(spelling)
We will be
posit ive
nug- whoat- dun
Follow direct ions
(pronunciation)
Ilisaatuaksraut
Be posit ive wit h
peers
Rest r oom
Of f ice
Libr ar y
I nupiaq Value
Wash your hands Ask permission
Flush t he t oilet
Share equipment
Ask ot hers t o play
Use encouraging
words
Pickup t rash
Use your manners
saying please and
t hank you
Speak t o
of f ice st af f in
Respect t he
a posit ive
privacy of ot hers
manner
Care f or t he books
and equipment
Use your inside
voice
Ask t o use t he
phone.
Wait pat ient ly
Follow Direct ions
f rom Of f ice St af f .
Use quiet voice
We will Learn
Pick up af t er
ot hers when
needed
Teach ot hers how
t o play new games
Be willing t o t ry
new t hings.
Use wat er
conservat ively
List en t o
what ot hers
have t o say
St ay f ocused on
work
We will work
Help ot hers f ollow
t he rules
Keep t he gym
clean
Dump t ray and
wait unt il your
t ime t o play.
Pick up t rash
af t er yourself
and ot hers
Solve
problems in a
posit ive
manner
Help ot hers f ind
books and use
mat erials
appropriat ely
(spelling)
e- lee- saw - twok- shoat
(pronunciation)
Sawiłiuqtuut
(spelling)
soy- thlee- yook- toot
(pronunciation)
Put equipment
away
Shishmaref School AK, Lyon Johnson, Aug 9, 2011
Upcoming Events
Association for PBS
Atlanta, GA
15-26 Mar 2012
NW PBIS Implementation Forum
Portland, OR
1-2 Mar 2012
NE PBIS Leadership
Cromwell, CT
17-18 May 2012
PBIS Leadership
Chicago, IL
18-19 Oct 2012