Key PBIS Concepts, Principles, and Terminology. Sugai ver July 26, Big Ideas Description Notes CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

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1 Key PBIS Concepts, Principles, and Terminology Sugai ver July 26, 2011 Big Ideas Description Notes Positive Behavioral Interventions and Supports (PBIS) a.k.a. School-Wide Positive Behavioral Supports (SWPBS) Response to Intervention CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING IMPLEMENTATION W/ FIDELITY RtI CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY DATA-BASED DECISION MAKING & PROBLEM SOLVING TEAM-BASED IMPLEMENTATION

2 Evidencebased Practice 3-Tiered Prevention Logic

3 Tiered-based Prevention Continuum of Behavior Support ~5% ~15% ~80% of Students ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound Person-centered planning SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement Example 14 Primary Prevention Tier Secondary Prevention Tier Tertiary Prevention Tier

4 Academic & Social Behavior Relationship Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 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, 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, 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, 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, Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 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. Prevention Prevention Logic for All Biglan, 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

5 Applied Behavior Analysis Systems Perspective

6 Team- Facilitated Implementation Lead and facilitate with team Establish agreement before implementation Develop doable action plan Monitor implementation accuracy Monitor progress continuously PBIS Implementation Blueprint

7 Tiered Systems and Practices Intervention Emphases Smallest # that has the greatest and most durable student benefits Empirically-evidence based Outcome-determined Invest in the long term for routine implementation Modify based on student behavior responsiveness

8 General Tier II Features Data Decision Making Systems Educationally relevant outcomes & questions Clearly de5ined & relevant indicators System for easy input & output Data rules for decision making Team- based mechanism for action planning

9 Research and Practice Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. 17 Effective Implementation + Effective Practices = Maximum Student Outcomes PRACTICE Making a turn Effective Not Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009

10 Implementation Phases Where are you in implementation process? Adapted from Fixsen & Blase, 2005 EXPLORATION & ADOPTION We think we know what we need, so we ordered 3 month free trial (evidencebased) INSTALLATION INITIAL IMPLEMENTATION FULL IMPLEMENTATION Let s make sure we re ready to implement (capacity infrastructure) Let s give it a try & evaluate (demonstration) That worked, let s do it for real (investment) SUSTAINABILITY & Let s make it our way of doing business CONTINUOUS REGENERATION (institutionalized use) 23 Successful Organizations Effective Social & Academic School Culture Common Language SWPBS Common Experience Common Vision/Values 25

11 A Behavioral Perspective of Culture & Context Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions. That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history). Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another. PBIS Evidence-Base RCT & Group Design PBIS Studies 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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Focus on Exceptionality, 42(8), Reduced major disciplinary infractions Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Reductions in teacher reported bullying behavior (under review)

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13 Figure 1 Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school- wide positive behavior support. Focus on Exceptionality, 31(6), 1-24