SWPBS: National Perspective

1
SWPBS National Perspective Updates

• George Sugai
• Rob Horner
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• March 25, 2007
• www.pbis.org
• George.sugai_at_uconn.edu

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pbis.org
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Address 2 Questions from Coaches Perspective

• Why we do what we do?
• What are we doing?

5
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
6
Why Bother?

• In 1 year, 1 school (880) had 5100 ODRs, 1
  student received 87 ODRs, 1 teacher gave out
  273 ODRs
• In 1 urban school district 2004-05, 400
  kindergartners were expelled
• In 1 state 55 white, 73 Latino, 88 Black 4th
  graders arent proficient readers
• UConn has no behavior/classroom management course
  for teachers or administrators
• 1st response to school violence is get tougher
• In 1 K-3 school in Mar, no teacher could give
  reading levels of their students
• 2nd grade student receives body sock lemon
  drop therapy to treat violent school behavior
• In 1 state 7 of high experience teachers 17
  of reading specialists can identify at least 2
  indicators of early reading success (e.g.,
  phonemic awareness, fluency)
• Across nation, students who are truant are given
  out-of-school suspensions

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Rose, L. C., Gallup. A. M. (2005). 37th annual
Phi Delta Kappa/Gallup poll of the publics
attitudes toward the public schools. Kappan,
September, 41-59.

• TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline control
• Drug use

• 1 SPOT
• gt2000 lack of financial support
• 1991-2000 drug use
• lt1991 lack of discipline

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Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc.

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Pre
Post
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Pre-Post SETs by Region
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SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable
• (Zins Ponti, 1990)

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Implementation Levels
State
District
School
Classroom
Student
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School-based Prevention Youth Development
ProgrammingCoordinated Social Emotional
Academic Learning Greenberg et al. (2003)
American Psychologist

• Teach children social skills directly in real
  context
• Foster respectful, supportive relations among
  students, school staff, parents
• Support reinforce positive academic social
  behavior through comprehensive systems
• Invest in multiyear, multicomponent programs
• Combine classroom school- community-wide
  efforts
• Precorrect continue prevention efforts

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Lessons Learned White House Conference on School
Safety

• Students, staff, community must have means of
  communicating that is immediate, safe, reliable
• Positive, respectful, predictable, trusting
  student-teacher-family relationships are
  important
• High rates of academic social success are
  important
• Positive, respectful, predictable, trusting
  school environment/climate is important for all
  students
• Metal detectors, surveillance cameras, security
  guards are insufficient deterents

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Lessons Learned White House Conference on School
Safety

• Early Correlates/Indicators
• Significant change in academic /or social
  behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic /or social
  success
• Negative/threatening written /or verbal messages

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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• SWPBS Conceptual Foundations

Behaviorism
ABA
PBS
SWPBS
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Valued Outcomes Life Quality
Local Capacity Building
Applied Behavior Analysis
PBS Features
Continuum of Behavior Support
Self-assessed Action Planning
Science of Human Behavior
3-tiered Prevention Logic
Systems Change Durability
Local Implementers, Context, Culture
Evidence- Based Behavioral Practices
Carr, Dunlap, Horner, Sailor, etc.
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What does SWPBS look like?

• gt80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Triangle ?s you should ask!

• Where did it come from?
• Why not a pyramid or octagon?
• Why not 12 tiers? 2 tiers?
• Whats it got to do w/ sped?
• Where those come from?

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Original logic public health disease
prevention (Larson, 1994)

• Tertiary (FEW)
• Reduce complications, intensity, severity of
  current cases
• Secondary (SOME)
• Reduce current cases of problem behavior
• Primary (ALL)
• Reduce new cases of problem behavior

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Kutash, K., Duchnowski, A. J., Lynn, N. (2006).
School-based mental health An empirical guide
for decision makers. Tampa, FL University of
South Florida. Louis De la Parte Florida Mental
Health Institute, Department of Child Family
Studies, Research Training Center for
Childrens Mental Health.
http//rtckids.fmhi.usf.edu
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Prevention Logic for All(Walker et al., 1996)

• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Redesign learning/teaching environments to
  eliminate triggers maintainers of problem
  behaviors
• Teach, monitor, acknowledge prosocial behavior

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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j
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RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc.
UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating
PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS 5-specific reading skills phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self-management
DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers
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Quotable Fixsen

• Policy is
• allocation of limited resources for unlimited
  needs
• Opportunity, not guarantee, for good action
• Training does not predict action
• Manualized treatments have created overly rigid
  rapid applications

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Possible RtI OutcomesGresham, 2005
Responder Non-Responder
High Risk False Adequate response True Inadequate response
No Risk True Adequate response False Inadequate response
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Implications Cautions(E.g., Gresham, Grimes,
Kratochwill, Tilly, etc.)

• Psychometric features of measures for student
  outcomes universal screening?
• Standardized measurement procedures?
• Valid documented cut criteria for determining
  responsiveness?
• Interventions efficacy, effectiveness,
  relevance?
• Students with disabilities?
• Professional development?
• Applications across grades/schools curriculum
  areas?
• Treatment integrity accountability?
• Functioning of general v. special education?

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Class B Results
Fairbanks, Sugai, Gardino, Lathrop, 2007.
Percent of Intervals Engaged in Problem Behavior

School Days
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Class B Results Composite Peers
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days
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Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days
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Study 2 Results Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days
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Messages

• RtI logic is good thing
• Continuous progress monitoring
• Prescriptive problem solving data-based
  decision making
• Assessment-based intervention planning
• Consideration of all students
• However, still much work to be done
• SWPBS approach is good approximation of RTI
  approachbut not perfect

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Future Document

• Technical adequacy of RtI components
  (measurement, decision rules, etc.)
• Full implementation across range of contexts
• Impact relationship of academic social
  behavior interaction
• Systems, resources, competence needed to maintain
  effects, support high fidelity of implementation,
  expand applications, sustain implementation of
  practices

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Team-led Process
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Few positive SW expectations defined, taught,
encouraged
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Expectations behavioral skills are taught
recognized in natural context
SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer 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.
TEACHING MATRIX
Expectations

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Expectations behavioral skills are taught
recognized in natural context
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Acknowledge Recognize
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ChallengesHow do we..

• Increase adoption of effective behavioral
  technologies in classrooms schools?
• Ensure high fidelity of implementation of these
  technologies?
• Increase efficient, sustained implementation of
  these technologies?
• Increase accurate, efficient, durable
  institutionalized use of these technologies?

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2. Local Demonstration w/ Fidelity

• Need,
• Agreements,
• Outcomes

IMPLEMENTATION PHASES
3. Capacity, Elaboration Replication
4. Systems Adoption Continuous Regeneration
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Sample of Major State Implementation Efforts
Maryland 494 schools Alabama 219 schools
Illinois 611 schools Colorado 405 schools
Florida 250 schools New York 322 schools
Michigan 181 schools Ohio 221 schools
New Mexico 130 schools West Virginia 215 schools
Oregon 229 schools Louisiana 285 schools
Missouri 183 schools Georgia 171 schools
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As big as many states

• LA Unified Public Schools has over 700,000
  students.Total CT school enrollment is 570,000!
• 2005-2006, LA Unified had 72,868 suspensions,
  averaging 1.5 days.thats 109,302 instructional
  days lost!

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Individual linked to System
State
District
School
Classroom
Student
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Measurable Valued Outcomes Data Source Implementers Instrument
Major rule violations Referrals to special education Decreased out of school suspensions Increased attendance Students School staff SWIS SSS
SW Discipline Classroom management Function-based support School staff Coaches School Leadership team SET ISSET Team Implementation Checklist
SWPBS Leadership team Coaches District Leadership team PBS Implementation Blueprint
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SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
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Other Considerations

• Pre-service preparation induction process
• Higher education
• Educator expectations, outcomes, reinforcers
• Unions
• Collaborative inter-agency interactions
• Child, family, community
• Policy guidance accountability
• Funding formulae
• Research Development
• Efficacy effectiveness

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PBIS Messages

• Measurable justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of
  implementation

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SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer 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.

• CONTACT INFO
• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org

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Using Data to Build Sustain SWPBS

• George Sugai
• Rob Horner
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• March 25, 2007
• www.pbis.org
• George.sugai_at_uconn.edu

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Purpose

• Review different data types for decision making
  action planning w/ emphasis on maintaining
  results sustaining accurate implementation of
  effective practices.

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PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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Training
Coaching
Evaluation

• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc.

• Continuous
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc.

• Continuous
• Question-based
• Academic social
• Efficient
• Team-coordinated
• Public
• Etc.

Training
Coaching
Evaluation
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Role of Coaching

• Liaison between school teams district/state
  leadership team
• Local facilitation of process
• Local resource for data-based decision making

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Political Support
Funding
Visibility

• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• Etc.

• General fund
• 3 years of support
• Integrated
• Data-based
• Etc.

• Demos research
• Multiple formats
• Multiple audiences
• Acknow. others
• Etc.

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Local School Teams/Demonstrations

• Fidelity implementation
• gt80 of staff
• gt80 of students
• Administrator leadership
• Team-based
• Data driven
• Contextually relevant
• Teaching focused
• Integrated initiatives
• Etc..

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Tools (pbis.org)

• EBS Self-assessment
• TIC Team Implementation Checklist
• SSS Safe Schools Survey
• SET Systems School-wide Evaluation Tool
• BoQ Benchmarks of Quality
• PBS Implementation Planning Self-assessment
• ISSET Individual Student Systems Evaluation Tool
  (pilot)
• SWIS School-Wide Information System (swis.org)

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Getting Started Team Implementation Checklist
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Establish Commitment

1. Administrators support active involvement.
2. Faculty/Staff support (One of top 3 goals, 80 of
   faculty document support, 3 year timeline).

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Establish Maintain Team

• 3. Team established (representative)
• 4. Team has regular meeting schedule, effective
  operating procedures.
• 5. Audit is completed for efficient integration
  of team with other teams/initiatives addressing
  behavior support.

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Self-Assessment

• 6. Team/faculty completes EBS self-assessment
  survey.
• 7. Team summarizes existing school discipline
  data.
• 8. Strengths, areas of immediate focus action
  plan are identified.

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Establish School-wide Expectations

• 9. 3-5 school-wide behavior expectations are
  defined.
• 10. School-wide teaching matrix developed.
• 11. Teaching plans for school-wide expectations
  are developed.
• 12. School-wide behavioral expectations taught
  directly formally.
• 13. System in place to acknowledge/reward
  school-wide expectations.
• 14. Clearly defined consistent consequences and
  procedures for undesirable behaviors are
  developed.

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Establish Information System

• 15. Discipline data are gathered, summarized,
  reported.

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Build Capacity for Function-based Support

• 16. Personnel with behavioral expertise are
  identified involved.
• 17. Plan developed to identify and establish
  systems for teacher support, functional
  assessment support plan development
  implementation.

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On-going

1. EBS team has met at least monthly.
2. EBS team has given status report to faculty at
   least monthly.
3. Activities for EBS action plan implemented.
4. Accuracy of implementation of EBS action plan
   assessed.
5. Effectiveness of EBS action plan implementation
   assessed.
6. EBS data analyzed.

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SW-PBS Monthly Planning Guide(Sugai Draft May
2006)
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Purpose

• Give SWPBS leadership teams extra organizational
  tool for reviewing planning their current
  future implementation activities
• Use self-assessment to guide teams in their
  action planning
• Ending Beginning School Year

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Monthly Activity Schedule
Month _________ SWPBS Team Activities to Support.. Month _________ SWPBS Team Activities to Support.. Month _________ SWPBS Team Activities to Support..
All Students/Staff (Green) Students w/PBS Needs (Yellow/Red)
Monthly Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed. Report to staff on status of SWPBS. Report to staff on status of students on secondary and tertiary behavioral intervention plans.
Weekly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report
Daily
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Guidelines

• Work as school-wide leadership team.
• Begin by reviewing current behavioral data
• Link all activities to measurable action plan
  outcomes objectives.
• Use effectiveness, efficiency, relevance to
  judge whether activity can be implemented w/
  accuracy sustained.
• Use, review, update this planning guide at
  monthly team meetings.
• Plan activities 12 months out.

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Planning Guide Self-Assessment

• Highlights essential SWPBS practices systems
  for years 1-2 implementation
• F fully in place (e.g., gt80)
• P partially in place
• N not in place/dont know

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STAFF

1. State definition of SWPBS?
2. State purpose of SWPBS team?
3. State SW positive expectations?
4. Actively supervise in non-classroom settings?
5. Agree to support SWPBS action plan?
6. Have more positive than negative daily
   interactions with students?
7. Have opportunities to be recognized for their
   SWPBS efforts?

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STUDENTS

1. State SW positive expectations give
   contextually appropriate behavior examples?
2. Received daily positive academic and/or social
   acknowledgement?
3. Have 0-1 major office discipline referrals for
   year?
4. Have secondary/tertiary behavior intervention
   plans if gt5 major office referrals?

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TEAM

1. Representative membership?
2. At least monthly meetings?
3. Active administrator participation?
4. Active current action plan?
5. Designated coaching/facilitation support

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DATA

1. Measurable behavioral definitions for rule
   violations?
2. Discipline referral or behavior incident
   recording form that is efficient and relevant?
3. Clear steps for processing, storing, summarizing,
   analyzing, and reporting data?
4. Schedule for monthly review of school-wide data?

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SW POSITIVE EXPECTATIONS

1. Agreed to 3-5 positively stated SW expectations?
2. Complete (behaviors, context, examples) lesson
   plan or matrix for teaching expectations?
3. Schedule for teaching expectations in context to
   all students?
4. Schedule for practice/review/boosters of SW
   expectations?

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ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS

1. Continuum or array of positive consequences?
2. At least daily opportunities to be acknowledged?
3. At least weekly feedback/acknowledgement?

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RULE VIOLATIONS

1. Leveled definitions of problem behavior?
2. Procedures for responding to minor
   (nonrecordable) violations?
3. Procedures for responding to minor (non-office
   referable, recordable) violations?
4. Procedures for responding to major
   (office-referable) violations?
5. Procedures for preventing major violations?
6. Quarterly review of effectiveness of SW
   consequences for rule violations

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NONCLASSROOM SETTINGS

1. Active supervision by all staff across all
   settings?
2. Daily positive student acknowledgements?

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CLASSROOM SETTINGS

1. Agreement about classroom nonclassroom managed
   problem behaviors?
2. Linkage between SW classroom positive expected
   behaviors?
3. High rates of academic success for all students?
4. Typical classrooms routines directly taught
   regularly acknowledged?
5. Higher rates of positive than negative social
   interactions between teacher students?
6. Students with PBS support needs receiving
   individualized academic social assistance?

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STUDENTS W/ PROBLEM BEHAVIORS

1. Regular meeting schedule for behavior support
   team?
2. Behavioral expertise/competence on team?
3. Function-based approach?
4. District/community support?
5. SW procedures for secondary prevention/interventio
   n strategies?
6. SW procedures for tertiary prevention/intervention
   strategies?

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Monthly Activity Schedule
Month _________ SWPBS Team Activities to Support.. Month _________ SWPBS Team Activities to Support.. Month _________ SWPBS Team Activities to Support..
All Students/Staff (Green) Students w/PBS Needs (Yellow/Red)
Monthly Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed. Report to staff on status of SWPBS. Report to staff on status of students on secondary and tertiary behavioral intervention plans.
Weekly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report
Daily
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Data Uses

1. Descriptive examples testimonials
2. Local decision making planning
3. Evaluation for sustained expanded
   implementation
4. Demonstration of causal relationships

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1. Descriptions Testimonials

• Use of examples for buy-in, adoption,
  rationale, etc.

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We found some minutes?

• After reducing their office discipline referrals
  from 400 to 100, middle school students requiring
  individualized, specialized behavior intervention
  plans decreased from 35 to 6.

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Janney Jaguers Jan 06
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LaSalle Jan 06
98
Mom, Dad, Auntie, Jason

• In a school where over 45 of 400 elem. students
  receive free-reduced lunch, gt750 family members
  attended Family Fun Night.

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She can read!

• With minutes reclaimed from improvements in
  proactive SW discipline, elementary school
  invests in improving school-wide literacy.
• Result gt85 of students in 3rd grade are
  reading at/above grade level.

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I like workin at school

• After implementing SW-PBS, Principal at Jesse
  Bobo Elementary reports that teacher absences
  dropped from 414 (2002-2003) to 263 (2003-2004)
• Over past 3 years, 0 teacher requests for
  transfers

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I like it here.

• Over past 3 years, 0 teacher requests for
  transfers

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ODR Admin. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min. _at_15 min.
• 238.75 hrs
• 40 days Admin. time

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ODR Instruc. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 42,975 min. _at_ 45 min.
• 716.25 hrs
• 119 days Instruc. time

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Sample Teaming Matrix
Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID
Attendance Committee Increase attendance Increase of students attending daily All students Eric, Ellen, Marlee Goal 2
Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal 3
Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal 3
School Spirit Committee Enhance school spirit Improve morale All students Has not met
Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal 3
DARE Committee Prevent drug use High/at-risk drug users Don
EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal 2 Goal 3
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2. Local Decision Making Planning

• Past current local information used for
  developing/revising action plans

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Referrals by Problem Behavior
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Referrals per Location
111
Referrals per Student
112
Referrals by Time of Day
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3. Evaluation for Sustained Expanded
Implementation

• Planning preparing for maintained results
  sustained accurate implementation of effective
  practices systems

115
Pre
Post
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TICs Cohort 1 Mar05, May05, Aug05
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Pre-Post SETs by Region
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2000-2007District-Wide SET Scores
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Mean Proportion of Students
3 8 89
10 16 74
11 18 71
K6 (N 1010) 6-9 (N 312)
9-12 (N 104)
121
32 43 25
48 37 15
45 40 15
K-6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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SWIS summary 05-06(Majors Only)1675 schools,
839,075 students
Grade Range Schools Students (mean) Mean ODR/100/ school day (sd)
K-6 1010 439,932 (435) 0.37 (0.50)
6-9 313 205,159 (655) 1.02 (1.07)
9-12 104 102,325 (983) 1.16 (1.37)
K-(8-12) 248 91,659 (369) 1.53 (4.49)
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4. Demonstrations of Causal Relationships

• Conducting studies that verify relationship
  between observed effects systematic
  manipulation of intervention practices.

124
N 23
N 8
N 8
N 23
125
05
20
11
22
84
58
126
Class B Results
Fairbanks, Sugai, Gardino, Lathrop, 2007.
Percent of Intervals Engaged in Problem Behavior

School Days
127
Class B Results Composite Peers
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days
128
Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days
129
Study 2 Results Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days
130
PBIS Messages

• Measurable justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of
  implementation

131
SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer 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.

• CONTACT INFO
• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org