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SWPBS 10 Year Perspective

SWPBS 10 Year Perspective. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 5, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu. PURPOSE

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SWPBS 10 Year Perspective

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  1. SWPBS10 Year Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 5, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

  2. PURPOSE Provide 10-year overview of where we’ve been & where we are with school-wide positive behavior support for ALL students in school. • SWPBS Development • Defining Features • Applications & Examples

  3. World Events in 1997 • Deep Blue defeats Garry Kasparov in chess rematch • Hong Kong reverts to China after 156 years as British Colony • Space station 'Mir' experiences life threatening malfunctions & accidents • 1st Harry Potter book published • Clinton US president of US & Chretien Canadian prime minister • Seinfeld, Men in Black, Candle in the Wind (E. John) • Millions commemorate 20th anniversary of Elvis' death • Princess Diana killed in Paris car crash • 3 high school students killed in Paducah KY • Iowa woman gives birth to septuplets; all survive • Adult sheep named Dolly successfully cloned in Scotland • Center on PBIS awarded to university collaborative

  4. Original logic: public health & disease prevention (Larson, 1994) • Tertiary (FEW) • Reduce complications, intensity, severity of current cases • Secondary (SOME) • Reduce current cases of problem behavior • Primary (ALL) • Reduce new cases of problem behavior

  5. Circa 1996

  6. 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 Designing School-Wide Systems for Student Success Academic Supports Behavior Supports 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1997

  7. Responsiveness to InterventionAcademic+ Social Behavior

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

  9. RtI

  10. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  11. 2008

  12. 2 SWPBS (PBIS) is about….

  13. BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

  14. Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All Students

  15. Positive Behavior Support Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Circa 1996 Supporting Student Behavior

  16. 2. Supporting Social Competence & Academic Achievement Basics: 4 PBS Elements OUTCOMES 1. Supporting Decision Making 4. Supporting Staff Behavior DATA SYSTEMS PRACTICES 3. Supporting Student Behavior

  17. SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

  18. School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

  19. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

  20. Saying & doing it “Positively!” Keep off the grass!

  21. Employee Entrance at Tulsa Downtown Doubletree

  22. Welcome Rugs It's The Westwood Way!

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

  24. It's The Westwood Way! Classroom Rugs

  25. Getting “Paw’d” with “Paws-itives” Janney Jaguers Jan 06

  26. Pre Post

  27. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  28. Franzen, K., & Kamps, D. (2008).

  29. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

  30. Allday & Pakurar (2007)

  31. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

  32. Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

  33. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

  34. It's The Westwood Way! Magnets

  35. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Specialized interventions Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

  36. BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

  37. George.sugai@uconn.edu www.pbis.org www.cber.org www.scalingup.org

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