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Is PBIS Evidence-based?

Is PBIS Evidence-based?. George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut August 5, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu. Purpose. Is PBIS Evidence-based Practice? What is PBIS ?

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Is PBIS Evidence-based?

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  1. Is PBIS Evidence-based? George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut August 5, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

  2. Purpose Is PBIS Evidence-based Practice? • What is PBIS? • How is evidence-based determined? • What is PBIS evidence?

  3. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. http://www.pbis.org/files/101007evidencebase4pbs.pdf.

  4. Evidence Basics

  5. Why evidence-based? • Maximize outcomes • Minimize harm • Increased accountability • Increase efficiency • Improve decision making • Improve resource use

  6. Basic Approach • Start w/ what has greatest likelihood of addressing (evidence-based) confirmed problem/question • Explained/supported conceptually/empirically • Adapt to local context/culture/need • Monitor regularly & adjust based on data • Adapt for efficient & durable implementation

  7. 4 Evaluation Criteria • Effectiveness • Has/will practice produced desired outcome? • Efficiency • What are costs (time, resources, $) to implement practice? • Relevance • Is practice & outcomes appropriate for situation? • Conceptually soundness • Is practice based on theory?

  8. Basic Practices Evaluation

  9. Design Questions • Has functional or cause-effect relationship been demonstrated & replicated? • Have alternative explanations been accounted & controlled for? • Have threats or weaknesses of methodology been controlled for? • Was study implemented w/ fidelity/accuracy?

  10. Research Designs • Experimental - RCT & SSR • Evaluation - Descriptive w/ baseline • Case Study - Descriptive w/o baseline • Testimonial - No/Limited data

  11. Results Questions • Who were subjects? • How much like my participants? • Where was study conducted? • How much like where I work? • What measures were used? • Do I have similar data? • What outcomes were achieved? • Are expected outcomes similar

  12. Effectiveness Logic • Significance (“believe”) • Likelihood of same effect by chance • Effect Size (“strength”) • Size of effect relative to business as usual • Consequential Validity (“meaning”) • Contextually meaningful

  13. SWPBS/PBIS

  14. 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

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

  16. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

  17. SWPBS Subsystems School-wide Classroom Family Non-classroom 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. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  20. 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

  21. 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

  22. 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

  23. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  24. PBIS Evidence Base

  25. VIOLENCE PREVENTION? • 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) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

  26. 90-School RCT StudyHorner et al., in press • Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity • Fidelity SWPBS is associated with • Low levels of ODR • .29/100/day v. national mean .34 • Improved perception of safety of the school • reduced risk factor • Increased proportion of 3rd graders who meet state reading standard.

  27. RCT Project TargetBradshaw & Leaf, in press • PBIS (21 v. 16) schools reached & sustained high fidelity • PBIS increased all aspects of organizational health • Positive effects/trends for student outcomes • Fewer ODRs (majors + minors) • Fewer ODRs for truancy • Fewer suspensions • Increasing trend in % of students scoring in advanced & proficient range of state achievement test

  28. 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

  29. 05% 20% 11% 22% 84% 58% SWPBS schools are more preventive

  30. National ODR/ISS/OSS July 2008

  31. July 2, 2008 ODR rates vary by level

  32. July 2, 2008 A few kids get many ODRs

  33. SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs

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