Objectives

1. Promoting Positive Behavioral & Mental Health in Schools: Promising Practices from Early Childhood through High Schools

4. Objectives Evidence- based Practices & Systems Implementation Fidelity Implementation Sustainability & Scaling

5. 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) VIOLENCE PREVENTION

6. Conceptual Logic! Successful individual student behavior & mental health support is linked to host environments or schools & communities that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

7. Positive Behavior & Mental Health

8. RtI

9. Consideration of risk & protective factors in redesign of teaching environments…not students

10. 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

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

12. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

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

15. Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

16. Guskey, 1986, p. 59

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

18. SWPBS Implementation Blueprint www.pbis.org

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

20. Academic-Behavior Connection “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. 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.

21. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher reported bullying behavior 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 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.

22. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

23. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

25. Promising Practices for Early Childhood

26. The Context • Concerns about increases in children’s challenging behavior • Growing awareness of the relationship between social emotional development and school readiness • Myriad of approaches to address particular social emotional issues; lacking comprehensive models • Reliance on clinical approaches

27. Pyramid Model Tertiary Intervention Secondary Prevention Universal Promotion

28. Nurturing and Responsive Relationships Foundation of the pyramid Essential to healthy social development Includes relationships with children, families and team members 28

29. High Quality Environments Inclusive early care and education environments Comprehensive system of curriculum, assessment, and program evaluation Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC 29

30. Supportive Home Environments Supporting families and other caregivers to promote development within natural routines and environments Providing families and other caregivers with information, support, and new skills 30

31. Targeted Social Emotional Supports Self-regulation, expressing and understanding emotions, problem solving, developing social relationships Explicit instruction Increased opportunities for instruction, practice, feedback Family partnerships Progress monitoring and data-based decision-making

32. Targeted Social Emotional Supports The support and coaching of families to enhance their child’s social development within natural environments and activities Self-regulation, expressing and understanding emotions, developing social relationships 32

33. Individualized Intensive Interventions Team developed Parents as partners Comprehensive interventions (all environments) Assessment-based (functional assessment) Skill-building 33

34. The Pyramid Model: Program-Wide Implementation Teacher Training and Technical Assistance (coaching) Program-Wide Commitment Data-Based Decision Making including screening and progress monitoring Partnerships with Families Well-Defined Procedures ALL Levels Require Administrative Support

35. Mental Health • Framework for the Early Childhood Mental Consultant to build capacity • Emphasis on prevention with intensive individualized intervention available • Embedded screening for efficient identification and support • Comprehensive interventions that focus children and families See www.ecmhc.org for resources

36. Outcomes • Teacher and parent satisfaction • Continual growth in implementation fidelity (practitioners and programs) • Decreases in behavior incidents

37. Experimental Child Outcomes • Non-target children • Differences between social skills scores for children in intervention versus control classrooms (Cohen’s d = .46). • Lower mean scores for problem behavior • Target children • Higher mean social skills scores in intervention classrooms (Cohen’s d = .41). • Differences in problem behavior scores • Significant differences in frequency of positive social interactions

38. The non-system of early childhood “Early childhood policies and procedures are highly fragmented, with complex and confusing points of entry that are particularly problematic for underserved populations and those with special needs. This lack of an integrative early childhood infrastructure makes it difficult to advance prevention-oriented initiatives for all children and to coordinate services for those with complex problems.” (Shonkoff & Phillips, 2000, p.11)

39. Partnership for Scaling Up Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefel/

40. Primary Partner Associations Division for Early Childhood of the Council for Exceptional Children (DEC) National Association for Bilingual Education (NABE) National Association of State Directors of Special Education (NASDSE) National Head Start Association (NHSA) National Association of Child Care Resource & Referral Agencies (NACCRRA) IDEA Infant and Toddler Coordinators Association (ITCA) National Association of State Mental Health Program Directors (NASMHPD) National Association for the Education of Young Children (NAEYC) IDEA 619 Consortium Parent Advocacy Coalition for Educational Rights (PACER)

41. Commitment • Unified message • Evidence-based practices • Comprehensive approach for supporting/promoting the social emotional competence of all children • Focus on the enhancement of social competencies rather than the remediation of problems • Application to the full range of programs and service settings • Affordable, feasible, and acceptable to diverse personnel, families and communities

42. Changing Practice • Training alone is inadequate • Coaching is necessary for translation of training to classroom practice • Fidelity of implementation focus of coaching • Administrative support and systems change necessary for sustained adoption • Data driven systems necessary for ensuring targeted program, practitioner, and child outcomes

43. Capacity Building State Cross Sector Leadership Team Building a system for ongoing training and technical assistance for scaling up the implementation of the model within programs across service systems Master T/TA Cadre Expertise in all aspects of model Will provide training (of additional trainers, coaches, and practitioners), external coaching, guide program-wide implementation, support data collection Demonstration Sites Data System System and procedures for measuring implementation fidelity, outcomes, and using data for decision-making

44. Promoting Positive Behavioral and Mental Health in Schools: Promising Practices from Early Childhood Through High School OSEP Project Director’s Conference Washington DC July 19, 2011 Supporting Youth at the Secondary Level Lucille Eber, Statewide Director, IL PBIS Network www.pbisillinois.org Lucille.Eber@pbisillinois.org

45. Big Ideas • Challenges and Context • A multi-tiered Systemic Approach • Effect of PBIS on existing ‘clinical’ supports in place in schools and a developing model in IL • A developing national model: National SMH and National PBIS Center

46. Some “Big Picture” Challenges • Low intensity, low fidelity interventions for behavior/emotional needs • Habitual use of restrictive settings (and poor outcomes) for youth with disabilities • High rate of undiagnosed MH problems (stigma, lack of knowledge, etc) • Changing the routines of ineffective practices (systems) that are “familiar” to systems

47. Why We Need MH Partnerships • One in 5 youth have a MH “condition” • About 70% of those get no treatment • School is “defacto” MH provider • JJ system is next level of system default • 1-2% identified by schools as EBD • Those identified have poor outcomes • Suicide is 4th leading cause of death among young adults

48. It Takes a System…

49. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

50. Core Features of a Response to Intervention (RtI) Approach • Investment in prevention • Universal Screening • Early intervention for students not at “benchmark” • Multi-tiered, prevention-based intervention approach • Progress monitoring • Use of problem-solving process at all 3-tiers • Active use of data for decision-making at all 3-tiers • Research-based practices expected at all 3-tiers • Individualized interventions commensurate with assessed level of need