Positive Behavioral Interventions
& Supports for All Students
Nijmegen, Netherlands
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & SupportsCenter on Behavioral Education & Research
17 September 2013www.pbis.org www.cber.org
PURPOSE
Describe features & examples of
positive behavioral interventions &
supports
• Rationale• PBIS Features• PBIS Data• Example
Why PBIS?
PBIS is about….Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
Preventing Violent Behavior
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)
HOW?
Establish positive school
climateMaximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Communicating positively
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
What contributes to a negative school climate?
What does positive school climate look like?
How could you contribute to positive school climate?
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
What can you
do?
Join PBIS team
Do behaviors that contribute
to positive school climate
Catch others contributing to
a positive school climate
Discuss climate with teachers &
administrators
Behavior Analytic
ApproachBiology is important
Behavior is learned
Behavior & environment are functional
relatedBehavior is
lawful, therefore
understandable & can be
influenced
Adjust environment to
influence & teach behavior
Prevention Logic for AllRedesign of teaching environments…not students
Decrease developmen
t of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Add triggers &
maintainers of prosocial
behavior
Teach, monitor, &
acknowledge prosocial behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996INCIDENCE
PREVALENCE
Prevention Objectives Prevention Actions
Antecedents & ConsequencesBehavior
Who are we?
LEARNING HISTORY is• Collection of experiences• Shaped by place, people, & time• If important, predicts future behavior
CULTURE is• Group of individuals• Verbal & overt behavior• Shared learning history• Differentiates one group from
another• Predicts future behavior
How you act.
How you react.
How you are
perceived.
What you are likely
to do.
Your learning history & culture shapes
What could happen if you I don’t know your
or other learning history?
Misinterpret communication
or behaviorReact
inappropriately
Develop stereotypeSay/do
something hurtful
Offend family or culture
Other
________________Your Name
1.
5.
4.
3.
2.
6.
7.
8.
9.
10.
1.
2.3.
4.
Individual Learning History & Context
1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you
experience.
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable Teachers
Culturally Valid Information for
Decisions
What is PBIS?
PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
PBIS
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT
ALL
SOME
FEW
All: Baker, 2005 JPBI; Eber, 2012
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of
Support“Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
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
Homework
Technology
Universal
Targeted
IntensiveContinuum of Support for
ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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• • • • • •
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 procedures
Targeted 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
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
PBIS Implementation
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable Teachers
Culturally Valid Information for
Decisions
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Agreements
Team
Make plan
Do itIs it working?
Process
Kandinsky College MalderburchtstraatNijmegen 17 Sep 2013
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
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
School-Wide PBS (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 Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly 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
Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGEContinuously
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.
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.
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. (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
RCT & Group Design PBIS StudiesMay 23 2013
• 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
“Don’t Throw Stones!”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective,
efficient, & relevant, doable
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
Common Vision/Values
Common Language
Common Experience
PBIS
GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are
possible & problem behaviors are preventedSWPBS
QualityLeadership
Effective Organizations