SWPBS: Past, Present, & Future

1. SWPBS: Past, Present, & Future George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 25 2011 www.pbis.org www.scalingup.org www.cber.org

2. PURPOSE Examination of current SWPBS practices, systems, & outcomes in context of early influences & future directions • Keynote overview: All • Follow-up: Administrators, coordinators, coaches, trainers, evaluators • Coaching: Administrators, coordinators, coaches, trainers, evaluators • Brief History • Foundations • Implementation • Example

3. “Notes to Self”

4. Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

5. Brief PBIS History

6. Special Education & BD

7. “Abbreviated” SWPBS History

8. SWPBS Foundations

9. “Big Ideas” from Early Years

10. “Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC

11. Guskey, 1986, p. 59

12. SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

13. “BIG PICTURE”

14. 12 Basics

15. Basics

16. 1. Invest in prevention

17. Redesign of teaching environments…not students

18. 2. Teach, supervise, reinforce

19. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

20. 3. Emphasize implementation framework, not curriculum

21. SWPBS (aka PBIS/RtI) is Framework

22. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

23. 4. Integrateoutcome, data, practices, & systems

24. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

25. 5. Invest in multi-tiered prevention logic

26. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

27. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

28. Continuum of Support for ALL “Theora” Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

29. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

30. Implementation Framework

31. 6. Adopt doable implementation “blueprint” or approach

32. Implementation Levels State District School Classroom Student

33. www.scalingup.org Dean Fixsen Karen Blase UNC

34. SWPBS Implementation Blueprint www.pbis.org

35. 7. Embed “Response-to-Intervention” logic & principles

36. RtI

37. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

38. Responsiveness to Intervention

39. Continuum of Support for ALL “IFB School” Literacy School Climate Technology Numeracy Social Studies Writing Attendance Specials Science Align supports Dec 7, 2007

40. Continuum of Support for ALL “District: Literacy” Trek E.S. Bianchi M.S. Jamis E.S. Masi H.S. Serrota E.S. Look M.S. Look M.S. Davidson M.S. Specials Science Align supports Dec 7, 2007

41. Student Behavior Teacher Practice CONTEXT or SETTING Continua of Responsiveness & Support District Operations School Reform

42. 8. Integrateliteracy & behaviorimplementation & supports

43. Elementary School Suspension Rate PBIS in Virginia

44. Elementary School Improvements in behavior can be associated with improvements in academic outcomes PBIS in Virginia

45. Bob Algozzine NC Positive Behavior Support Initiative Schools w/ Low ODRs & High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students PBIS in North Carolina

46. 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.

47. “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011), p. 16.

48. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

49. 9. Align professional development & support with implementation phase

50. Where are you in implementation process?Adapted from Fixsen & Blase, 2005