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Positive Behavioral Interventions & Supports & Response-to-Intervention
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Aug 16 2011
www.pbis.org www.scalingup.org www.cber.org
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PURPOSE
Examination of current SWPBS
data practices, systems, &
outcomes in context of
“responsiveness-to-
intervention”
• Brief History & Rationale• PBIS Foundations• RtI
• Data
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Brief PBIS History &
Rationale
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1980s SW
Discipline Problem
Reactive
Non-constructive
Emphasis on punishment
Poor implementation
fidelity
Limited effects
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“Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
• Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
• Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some by establishing local behavioral expertise• Sugai & Horner (1994)
Integrate evidence-based practices in multi-tiered prevention logic• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
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Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
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“Early Triangle”
(p. 201)Walker, Knitzer,
Reid, et al., CDC
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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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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SWPBSSCHOOL-WIDE
POSITIVE BEHAVIOR SUPPORTS
Converging Influences
ABA1968
Applied Behavior Analysis
PBS1980s
Positive Behavior Support
PBIS1997
Positive Behavioral Interventions &
Supports1990s
Implementation Science
RtI1990s
Response-to-
Intervention
9
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SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Universal
Targeted
IntensiveContinuum of
Support for ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
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CONTEXTor
SETTING
Teacher Practice
Student Behavior
School Improvement
District Operations
Continua of Responsiveness
& Support
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“Response-to-Intervention”
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Need for
betterData-based
decision making
Early & timely
decision making
Comprehensive screening
Support for non-
responders
Implementation Fidelity
Instructional accountability & justification
Assessment-instruction alignment
Resource & time
use
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
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EARLY INFLUENCES
CBMEarly
Screening & Intervention
Prereferral Interventions
Teacher Assistance TeamingDiagnostic
Prescriptive Teaching
Behavioral & Instructional Consultation
Applied Behavior Analysis
Precision Teaching
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable proceduresTargeted 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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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Etc.Literacy & WritingNumeracy & SciencesSWPBSSpecialsSocial Sciences
Responsiveness to Intervention
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RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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PBIS Implementation
Framework
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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., 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.
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.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports on bullying and peer rejection: A randomized control effectiveness trial. Journal of School Psychology.
RCT & Group Design PBIS Studies
• Reduced major disciplinary infractions• Improvements in academic achievement
• Enhanced perception of organizational health
& safety• Improved school climate• Reductions in teacher reported bullying
behavior
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Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.
Academic-Behavior Connection
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“Viewed as outcomes, achievement and
behavior are related; viewed as causes of
each other, achievement and behavior are
unrelated. In this context, teaching behavior
as relentlessly as we teach reading or other
academic content is the ultimate act of
prevention, promise, and power underlying
PBS and other preventive interventions in
America’s schools.”
Algozzine, Wang, & Violette (2011), p. 16.
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“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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~80% of Students
~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• Active supervision
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%