SWPBS: Implementation Fidelity & Durability

1. SWPBS: Implementation Fidelity & Durability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Apr 7, 2011 www.pbis.orgwww.scalingup.orgwww.cber.org

2. PURPOSE Consider factors that can increase (a) implementation fidelity & sustainabilitytier 1/2& (b) readiness for tier 2/3

3. SWPBS (aka PBIS/RtI) is Framework

4. 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)

5. 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

6. ODR Instruc. BenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time

7. Maximum Student Benefits Fixsen & Blase, 2009

10. Reducing Bullying RtI

11. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior

12. PREVENTION De-emphasis on adding consequence for problem behavior

13. Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander

14. Three basic strategies….if you do nuthin’ else….

15. Doesn’t Work Works • Label student • Exclude student • Blame family • Punish student • Assign restitution • Ask for apology • Teach targeted social skills • Reward social skills • Teach all • Individualize for non-responsive behavior • Invest in positive school-wide culture

16. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

17. www.pbis.org

18. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken Scott Ross, University of Oregon 72% 18 School Days

19. 22% decrease 21% increase Scott Ross, University of Oregon 19 BP-PBS, Scott Ross

20. 2. Precorrect

22. PBIS Prevention Goals & Bullying Behavior

23. 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

24. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

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

27. 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

28. SWPBS Implementation Blueprint www.pbis.org

29. Evaluation Criteria

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

31. Are outcomes measurable?