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Positive Behavioral
Interventions & Supports (PBIS)
George Sugai 8 February 2016
OSEP Center on PBIS Center for Behavioral Education & Research
Neag School of Education University of Connecticut
Purpose
Describe how PBIS framework
addresses behavior needs of
ALL children, especially, those
with disabilities
Abstract
“Establishing and maintaining preventive &
positive classroom & school environments are
important to facilitate academic achievement for
all students, including those with disabilities.
Purpose of this presentation is to provide brief
overview of Positive Behavioral Interventions and
Supports (PBIS), which is an implementation
framework for increasing effectiveness of efforts to
promote respectful, responsible & safe learning
and teaching environments.”
• South Africa Ministry of Basic Education
• UNICEF
• UConn & Neag School of Education
• Students, families, & community
• Educators, researchers & implementers
• OSEP & USDoE
Praise & Acknowledgement
Analysis of Challenge
School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
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Teaching compliance by getting tough(er)
• Non-responding associated with getting tough(er) & escalating
• Reactive, aversive getting tough(er) has significant negative effects
Why “getting
tough” not good
response?
Creates environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from child
Weakens child-adult relationship
Weakens academic & social behavior
Ruminating on problem
PBIS:&Addressing&
the&Challenge&
Google Search: PBIS
• 1996 PBIS Center (IDEA, OSEP, USDoE)
• UOregon, UConn, UMissouri
• TA & students w/ behavioral challenges
• Supporting implementation systems
www.pbis.org
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www.neswpbs.org& for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
PBIS is Framework
Continuum
Academically
ALL
0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'
U.S. Schools using PBIS (> Tier 1)
August, 2015 21,278&
Getting Tough
Teaching to Corner
Applied Challenge: Academic & behavior success (failure) are
linked!
PBIS is about…. Improving classroom &
school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, &
Swain-Bradway 2011; Sugai, O’Keeffe, &
Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
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Why&PBIS?&
KID: Negative School Climate
• Non-compliance & non-cooperation
• Disrespect • Teasing, harassment, &
intimidation • Disengagement & withdrawal • Nonattendance, tardy, &
truancy • Violent/aggressive behavior • Littering, graffiti, & vandalism • Substance use
SCHOOL: Negative School climate
• Reactive management • Exclusionary disciplinary
practices • Informal social skills instruction • Poor implementation fidelity of
effective practices • Inefficient organization support • Poor leadership preparation • Non-data-based decision
making • Inefficient, ineffective
instruction • Negative adult role models
Coercive&Cycle&
SCHOOL: Positive School Climate
• Positive > negative contacts
• Predictable, consistent, & equitable treatment
• Challenging academic success
• Adults modeling expected behavior
• Recognition & acknowledgement
• Opportunity to learn • Safe learning environment • Academic & social
engagement
KID: Positive School Climate
• Compliance & cooperation • Respect & responsibility • Positive peer & adult
interactions • Engagement & participation • Attendance & punctuality • Anger & conflict
management • Safe & clean environment • Healthy food & substance
use • Self-management behavior
Posi<ve&Reinforcement&Cycle&
Nega<ve&School&Behavior&
Nega<ve&Student&Behavior&
What’s&It&Take&to&ShiM&from&Nega<ve&to&Posi<ve&School&Climate?&
Easy&to&say….requires&sustained&priority&to&do.&
Positive Student Behavior
Posi<ve&School&Behavior&
Coercive Cycle
Positive Reinforcement
Cycle
HOW?
Establish positive school
climate Maximizing academic success
Teaching important
social skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Mayer, Patterson,
Reid, Walker
Common%Vision/Values%
Common%Language%
Common%Experience%
Quality Leadership
Effective Organizations
GOAL:&“Capacity&Development”&
“Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained
by a common outcome” Skinner, 1953, Science of Human Behavior
Classroom School
District State
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUS PROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING
CORE FEATURES PBIS (RtI MTSS MTBF)
Primary Prevention: School-/Classroom- Wide Systems for
All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Universal
Targeted
Intensive Continuum of
Support “Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology Universal
Targeted
Intensive Continuum of Support for
ALL: “Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Supports&for&all&students&w/&disabili<es&are&mul<X<ered&
Self-assess
Homework
Technology Behav
ior S
uppo
rt
Universal
Targeted
Intensive Con<nuum&of&Support&for&ALL:&“________”&
Dec&7,&2007&
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
ODR Aug-Dec 2015
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2015
82.83%
9.81%
6.42%
0.94%
6+
2-5
1
0
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SWPBS: Core Practice Features
SECONDARY PREVENTION • Team-led implementation w/ behavior expertise • Increased social skills instruction, practice • Increased supervision & precorrection • Increased opportunities for reinforcement • Continuous progress monitoring •
TERTIARY PREVENTION • Multi-disciplinary team w/ behavior expertise • Function-based behavior support • Wraparound, culture-driven, person-centered supports & planning • School mental health • Continuous monitoring of progress & implementation fidelity • Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION • Team-led implementation • Behavior priority • Social behavior expectations • SW & CW teaching & encouraging of expectations • Consistency in responding to problem behavior • Data-based decision making
Pre
cisi
on
Eng
agem
ent
Feed
back
Pra
ctic
e
Team
wor
k
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club •
TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • •
PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •
SECONDARY PREVENTION • • • • •
TERTIARY PREVENTION • • • • •
PRIMARY PREVENTION • • • • • •
Pre
cisi
on
Eng
agem
ent
Feed
back
Pra
ctic
e
Team
wor
k
How&do&we&teach&
“respect?”….or&any&other&social&skill&
Punishment teaches • Punishment signals error.
• Punishment does not teach SS.
Teach “1 hour every Monday”
• SS are needed all day.
• SS are prompted & practiced all day.
Not my responsibility • SS are needed to learn.
• SS are needed to teach.
Bad behavior is trait • SS (good/bad) learned & taught.
• Teaching SS should be formal.
Social Skills Misrules
“Power of Habits” ….or Challenging Behavior
Charles Duhigg, 2012
CUE HABIT REWARD
Dessert Satisfied Eat
TV remote Entertained Sit & watch
Teased Teasing stops Hit
Difficult work
Work removed
Destroy work
Carrot
Walk
Ignore
Try
Satisfied?!
Entertained?!
Teasing stops?! Work
removed?!
CHALLENGE:&Replacing¤t&behavior&(strong&habit)&with&new&behavior&(weak&habit)&
Sub<tle:&“Why&We&Do&What&We&Do&in&Life&&&Business”&
CUE • Remove
competing cue
• Add desired cue
HABIT • Teach
acceptable alternative
• Teach desired alternative
REWARD • Remove
reward for old habit
• Add reward for new habit
All three elements are considered in SSI …& addressing challenging behavior
Establishing/Replacing Habit Charles Duhigg, 2014
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Agreements
Team
Data-based Action Plan
Implementation Evaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
School-Wide & Classroom PBIS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
Teaching/learning mis-rule!! Basic Behavior Teaching Process Every opportunity, all students, all settings
(re)Teach
Remind Positively
Supervise & Prompt Positively
Acknowledge & Reteach
Teaching how to determine hypotenuse of triangle
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“C2 = A2 + B2 where C is side opposite right
angle….”
“Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky
because no right angle….” “Work w/ your partner
& calculate hypotenuse of
triangle for these 3 examples……”
“Work w/ another partner & do these
4 examples….”
Teaching social behaviors like academic skills
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”
“Watch. This is how I would do it at a
concert.”
“That was great. What would that look like if you were stuck
on the bus? In the classroom?”
“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”
“Tell me how you would do it if you were in hallway.” “At school
dance.”
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(re)Teach
Define simply
Model/demonstrate w/ range of examples
Practice in range of natural settings
Monitor & provide positive feedback & reinforcement
Based on data, adjust instruction & reteach
Basic Behavior Teaching Process Every opportunity, all students, all settings
(re)Teach
Remind Positively
Supervise & Prompt Positively
Acknowledge & Reteach
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/ Compute
r Lab Assembly Bus
Respect Ourselves
Be on task. Give your best effort.
Be prepared.
Walk. Have a plan. Eat all your
food. Select healthy foods.
Study, read,
compute. Sit in one
spot. Watch for your stop.
Respect Others
Be kind. Hands/feet
to self. Help/share
with others.
Use normal voice
volume. Walk to right.
Play safe. Include others.
Share equipment.
Practice good table manners
Whisper. Return books.
Listen/watch. Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle. Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils. Clean up
eating area.
Push in chairs. Treat books
carefully.
Pick up. Treat chairs
appropriately.
Wipe your feet. Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
“When programs & practices effectiveness have been
demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”
National Institute of Justice
“Causal evidence that documents a relationship between an activity, treatment, or intervention and its
intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal
evidence depends on the use of scientific methods to rule out, to the
extent possible, alternative explanations for the documented
change” National Institute of Justice
“EBPs are practices that are supported by multiple, high-quality
studies that utilize research designs from which causality can be inferred
&that demonstrate meaningful effects on student outcomes”
Cook & Cook, 2013
“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, &
preferences.”
American Psychological Association, 2006
“Strong evidence means that the evaluation of an intervention
generates consistently positive results for the outcomes targeted
under conditions that rule out competing explanations for effects
achieved (e.g., population & contextual differences)”
HHS SAMHSA, 2009
Samples of Definitions for “Evidence-based”
“An approach in which current, high-quality research evidence is
integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.” ASHA, www.asha.org
“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client
preferences, & culture to guide & inform the delivery of treatments &
services” Socialworkpolicy.org, 2015
“Treatment or service, has been studied, usually in an academic or
community setting, & has been shown to be effective, in repeated studies of the same practice and
conducted by several investigative teams.”
National Alliance on Mental Health, 2007
Practice Selection
1. Empirical Support
• Functional Relationship
• Meaningful Effect Size • Replication • Context
2. Student Fit • Need (+/-) • Priority
3. Context-Environment
Fit • Language • Developmental • Educational • Cultural
1. Empirical Support
• Functional Relationship
• Meaningful Effect Size
• Replication • Context
“Don’t Throw Stones!”
IMPLEMENTATION
Effective Not Effective
PR
AC
TIC
E Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Student
Teacher
Administrator Family
Community
Potential for cultural exchange & conflict
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Ability of individuals, institutions &
societies to perform functions, solve
problems, & set & achieve objectives
in a sustainable manner.
United Nations Development
Programme, 2009 p. 53
Process through which individuals,
organizations & societies obtain,
strengthen & maintain the capabilities to set &
achieve their own development objectives
over time.
Center for Disaster Reduction Initiative, Cadri.net download 12 Sep 2015
IMPLEMENTATION CAPACITY
Practices Systems www.pbis.org
Funding' Personnel'Readiness'
Policy'&'Systems'Alignment'
Poli7cal'Support'
Visibility'&'Dissemina7on'
LEADERSHIP'TEAM'
Professional'Development'
Coaching'&'Technical'Assistance'
Evalua7on'&'Performance'Feedback'
Content'Exper7se'
Local'Implementa7on'Demonstra7ons'
Implementa<on&Drivers&www.pbis.org&
NIRN.org Scalingup.org Fixsen & Blase
• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan • Data plan • Leadership • Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS • Small group • Individual student
School Staff
• Academic • Expectations &
routines • Social skills • Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic SWPBS Implementation Framework
Team Support
Regional/State&Leadership&
Agreements
Team
Data-based Action Plan “Plan”
Implementation “Do”
Evaluation “Check”
General Implementation
Process
State/Country
District
School
Students
Staff
Principal, Superintendent
All Staff, Students, Administrators
= Coaching
RCT & Group Design PBIS Studies Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332. 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
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.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
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.
Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156
Oct 2015
“Wagering next month’s salary!!”
• Reduced major disciplinary infractions
• Improvement in aggressive behavior,
concentration, prosocial behavior, &
emotional regulation
• Improvements in academic achievement
• Enhanced perception of organizational
health & safety
• Reductions in teacher reported bullying
behavior & peer rejection
• Improved school climate
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PreK-K Elementary Middle High PreK-8 PreK-12 Others
12.4 - Mean Percentage Students (2010-11 Reg Ed) (Majors Only)
Students 0 or 1 Students 2 to 5 Students 6+
N = 2979 889 390 254
2% 7% 91%
5% 12% 83%
7% 15% 78%
4% 10% 86%
Most are responsive…but
some need a bit more.
Students 9% 17% 22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PreK-K Elementary Middle High PreK-8 PreK-12 Others
12.5 - Mean Percentage ODRs (2010-11 Reg Ed) (Majors Only)
Students 0 or 1 Students 2 to 5 Students 6+
N&=&&&&&&&&&&&&&&&&&&&2979&&&&&&&&&&&&&&&889&&&&&&&&&&&&390&&&&&&&&&&&&&&254&% of Students 9% 17% 22% 14%
33% 41% 25%
42% 39% 19%
44% 38% 17%
40% 39% 21%
75% 81% 83% 79%
And we know who they are!
PBIS Big Ideas
“Arrange'environment'to&
be&conducive&to&teaching&&&
learning”&N.&Haring,&2012
Behavioral & Prevention Sciences
Continuum of Evidence-based Practices &
Systems
Implementation Fidelity Systems
Data for Decision Making
(Re)Teach, Prompt, Supervise, & Reinforce Academic & Behavior
3
Chapter 8 Policy, Practice and People: Building Shared Support for School Behavioral Health Joanne Cashman, Mariola Rosser, and Patrice Linehan, with the Stakeholder Advisory to the ISF
Chapter 9 Understanding the Complexity of the Children and Families We Serve Krista Kutash and Al Duchnowski
Commentary on the ISF
Ecological Principles for Interconnecting School Mental Health and PBIS: Focusing on What Matters Most Marc Atkins
Appendices
Appendix A Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health Vittoria Anello and Mark Weist
Appendix B Building an Inclusive Community of Practice: Four Simple Questions
Appendix C Implementation Guide: Funding
Appendix D Implementation Guide: Evaluation Tools Appendix E Implementation Guide: District and Community Leadership Teams
Appendix F Selecting Mental Health Interventions with a PBIS Approach Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai
179-209
210-229
230-237
238-242
243-244
245-246
247-248
249-250
251-265
2TABLE OF CONTENTSContributing Authors Advisory to the ISF Meeting/Monograph Preface Overview Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support Susan Barrett, Lucille Eber, and Mark Weist, Editors
Chapter 1 An Introduction to the Interconnected Systems Framework Lucille Eber, Mark Weist, and Susan Barrett Chapter 2 Considerations for a School Mental Health Implementation Framework George Sugai and Sharon Stephan
Chapter 3 The Role of School Level Systems in the Interconnecting School Mental health and School-wide Positive Behavior Support Nancy A. Lever and Robert Putnam
Chapter 4 School Level Practices Steven W. Evans, Brandi Simonsen, and Ginny Dolan
Chapter 5 Interconnecting School and Mental Health Data to Improve Student Outcomes Dan Maggin and Carrie Mills
Chapter 6 The District/Community role in Advancing the Interconnected Systems Framework Mark Sander, Kathy Lane, Mark Vinciquerra, Jeanne Davis, Kelly Perales, and Rob Horner Chapter 7 Advancing the ISF in States Carl E. Paternite and Erin Butts
i-iv
v-vi
vii-viii
1-2
3-28
29-60
61-85
86-107
108-135
136-154
155-178
ADVANCING EDUCATION
EFFECTIVENESS:
INTERCONNECTING SCHOOL MENTAL HEALTH
AND SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
EDITORS: SUSAN BARRETT, LUCILLE EBER
& MARK WEIST
Universal*
Targeted*
Intensive* Continuum of Support for ALL:
“Molcom”
Dec 7, 2007
Problem solving
Cooperative play
Adult relationships
Anger management
Attendance
Peer interactions
Independent play
Label*behavior…..not*kids*
Self-regulation
Homework
Technology
Common%
Vision/Values%
Common%
Language%
Common%
Experience%
Quality
Leadership
Effec%ve'Organiza
%ons'
Classr
oom
School
District
Stat
e
www.pbis.org
www.neswpbis.org
