SWPBS: Where Did the Triangle Come From?

1. SWPBS:Where Did the Triangle Come From? George Sugai OSEP Center on PBIS University of Connecticut May 17, 2006 www.pbis.org www.swis.org George.sugai@uconn.edu

2. OBJECTIVES • Celebrate your accomplishments & progress • Review SWPBS features that relate to sustainability & expansion • Look at some recent data

3. pbis.org

4. OSEP Center on Positive Behavioral Interventions & Supports • USF, KU, UK, MU, UNC, UF, UO & UConn • IL EBD-PBIS Network, Shepperd-Pratt, May Institute • www.pbis.org

5. Center Logic: SWPBS Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

6. PBS Foundations • Behavior & physiology • Learned behavior • Behavior & environment • Behavior lawfulness Behaviorism • Observable behavior • Socially important questions • Applied settings • Functional relationship ABA PBS

7. Continuum of Behavior Support Local Context & Culture PBS Features Science of Human Behavior Prevention Logic Systems Change & Durability Evidence- Based Practices Natural Implementers

8. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

10. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

11. Brief Primer on “Triangle” Why? • It’s showing up beyond Center website • “Basics” are being overlooked • It’s a guide, not a standard

12. Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. The Louis De la Parte Florida mental Health Institute, Department of Child and Family Studies, Research and Training Center for Children’s Mental Health.http://rtckids.fmhi.usf.edu

13. “Triangle” ?’s you should ask! • Where did it come from? • Why not a pyramid or octagon? • Why not 12 tiers? 2 tiers? • What’s it got to do w/ sped? • Where did those % come from?

14. 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 Original logic: Public Health & Disease PreventionCommission on Chronic Illness, 1957; Larson, 1994;Mrazek & Haggerty, 1994)

15. Prevention Logic for All(Walker et al., 1996) • Decrease development of new problem behaviors • Prevent worsening of existing problem behaviors • Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors • Teach, monitor, & acknowledge prosocial behavior

21. SWIS summary 04-05 (Majors Only)1210 schools, 595,742 students

22. SWIS summary 04-05(Out of school suspensions [OSS]…Events)

23. SWIS summary 04-05(Out of school suspensions [OSS]…Days)

24. What’s SWPBS look like? • Team- & data-based school-wide implementation • 3-4 year commitment for systems change • Small # positively stated expectations (within 1 min.) visible, defined, taught, & encouraged • >80% of kids/adults state expectations & give behavioral example in context • >80% of kids receive at least weeklyacknowledgement • >70% of kids received 0 or 1 major disciplinary referral • <10% received >2 major disciplinary referrals

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

26. Working Smarter Team Matrix

27. Sample Team Matrix

28. Data: Big Ideas • Always develop questions first • Accuracy of data linked to quality of data systems • Context matters…interpret available data on local context • Link intervention decisions to local data interpretations & desired outcomes

29. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

30. Evidence-based Practices SW PBS Practices SCHOOLWIDE • 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 CLASSROOM-WIDE • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & 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 NONCLASSROOM SETTINGS • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL • 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. “Ohio Integrated Systems Model for Academic & Behavior Supports” • Big Ideas in Beginning Reading • DIBELS • Florida Center for Reading Research • Institute for the Development of Educational Achievement • National Center for Culturally Responsive Educational Systems • North Central Regional Educational Laboratory • Oregon Reading First • Positive Behavior Intervention and Supports • School Wide Information Systems (SWIS) • What Works Clearinghouse

49. Other SWPBS Outcomes

50. ODR Admin. BenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time