SWPBS: Implementation Fidelity & Durability

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Apr 7, 2011

www.pbis.org www.scalingup.org www.cber.org

PURPOSE

Consider factors that can

increase (a) implementation

fidelity & sustainability tier 1/2&

(b) readiness for tier 2/3

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

VIOLENCE PREVENTION

Positive predictable school-wide

climate High rates academic &

social success

Formal social skills instruction

Positive active supervision & reinforcement

Positive adult role models

Multi-component, multi-year school-family-community

effort

• 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)

ODR Admin. BenefitSpringfield MS, MD

2001-2002 22772002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. BenefitSpringfield MS, MD

2001-2002 22772002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Good “things” about Bullying efforts

Increased problem awareness

More emphasis on preventionMore curriculum

development & research

Greater focus on all students

“Bullying”

Issues

Labeling kids

Limited assessment of

context

Generic intervention responses

Limited examination of

mechanism

Over-emphasis on student

responsibility for change

Non-data based intervention decisions

Too much attention on student, not

enough on recipients

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtIReducingBullying

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Why is “why” important?

Teach effective, efficient, relevant alt. SS

Remove triggers of BB

Add triggers for alt.

SS

Remove conseq.

that maintain

BB

Add conseq.

that maintain

SS

PREVENTION

De-emphasis on adding consequence for problem behavior

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

Three basic strategies….if

you do nuthin’ else….

• 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

Doesn’t Work Works

• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”

1. Teach

common

strategy to all

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

www.pbis.org

Scott Ross, University of Oregon18

0

2

4

6

8

10

0

2

4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

10

0

2

4

6

8

10

0

2

4

6

8

10

Num

ber o

f Inc

iden

ts o

f Bul

lyin

g Be

havi

or

School Days0

2

4

6

8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

Scott Ross, University of OregonBP-PBS, Scott Ross 19

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

21% increase

22% decrease

2. Precorrect

• Analyze problem setting• Describe problem behavior• Identify triggers & function• Identify acceptable alternative behavior• Modify setting to prevent• Check-in w/ student to remind of desired behavior

Before

• Monitor• Remind• Reinforce• Redirect

During

• Correct• Reinforce approximations• Reteach• Remind

After

• Move• Scan• Interact positively• Model expectations• Reward appropriate

behavior• Remind & precorrect

3. Actively Supervis

e

PBIS Prevention Goals & Bullying Behavior

Goal 1

• Establish positive, predictable, consistent, rewarding school culture for all across all settings

Goal 2

• Teach social skills that work at least as well as or better than problem behavior

Goal 3

• Respond to nonresponsive behavior positively & differently, rather than reactively & more of same

Goal 4

• Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom

Goal 5

• Individualize support based on responsiveness & effect

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

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

IntensiveContinuum of

Support for ALL“Theora”

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Universal

Targeted

IntensiveContinuum of

Support for ALL“IFB School”

Dec 7, 2007

School Climate

Specials

Social Studies

Literacy

Attendance

Science

Numeracy

Align supports

Technology

Writing

~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•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

• Achieve desired outcome?Effective

• Doable by real implementer?Efficient

• Contextual & cultural?Relevant

• Lasting?Durable

• Transportable?Scalable

• Conceptually Sound?Logical

Evaluation Criteria

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

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION

• Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

Are outcomes

measurable?

Tier IIBehavior Expertise

Team & Data Driven

Increased Adult Monitoring

Increased Practice

Increased Opportunities for Positive Reinforcement

School-Wide

Precorrections

Continuous Progress Monitoring