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Creating Positive Futures: Role of School-wide Positive Behavior Supports

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Title: Creating Positive Futures: Role of School-wide Positive Behavior Supports


1
Creating Positive Futures Role of School-wide
Positive Behavior Supports
  • George Sugai
  • OSEP Center on PBIS
  • Center for Behavioral Education Research
  • University of Connecticut
  • November 6, 2008
  • www.pbis.org www.cber.org www.swis.org
  • George.sugai_at_uconn.edu

2
My Charge
  • Transition between Mary Ellens message of
    advocacy sharing of practices
  • Big Ideas Organizer for Sessions
  • Down Middle Veterans New Recruits
  • Distraction re-direct - Teen Driver!

3
PURPOSE Describe how 15 years of SWPBS have
shaped what we are doing going to do.
  • Review SWPBS Basics
  • Describe Current/Future Directions
  • Summarize Recent Data

4
Review SWPBS Basics
5
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6
SWPBS is about.
2
7
SW-PBS Logic!
  • Successful individual student behavior support
    is linked to host environments or school
    climates that are effective, efficient, relevant,
    durable for all students
  • (Zins Ponti, 1990)

8
Evaluation Criteria
9
Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
10
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
11
VIOLENCE PREVENTION
  • Positive, predictable school-wide climate
  • High rates of academic social success
  • Formal social skills instruction
  • Positive active supervision reinforcement
  • Positive adult role models
  • Multi-component, multi-year school-family-communit
    y effort
  • Surgeon Generals 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)

12
SWPBS Practices
School-wide
Classroom
  • Smallest
  • Evidence-based
  • Biggest, durable effect

Family
Non-classroom
Student
13
School-wide
  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

14
Teaching Matrix Teaching Matrix SETTING SETTING SETTING SETTING SETTING SETTING SETTING
Teaching Matrix Teaching Matrix 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.
2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

15
Pre
Post
16
Non-classroom
  • Positive expectations routines taught
    encouraged
  • Active supervision by all staff
  • Scan, move, interact
  • Precorrections reminders
  • Positive reinforcement

17
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19
Franzen, K., Kamps, D. (2008).
20
Classroom
  • Classroom-wide positive expectations taught
    encouraged
  • Teaching classroom routines cues taught
    encouraged
  • Ratio of 6-8 positive to 1 negative adult-student
    interaction
  • Active supervision
  • Redirections for minor, infrequent behavior
    errors
  • Frequent precorrections for chronic errors
  • Effective academic instruction curriculum

21
Typical Contexts/ Routines Classroom-Wide Rules/Expectations Classroom-Wide Rules/Expectations Classroom-Wide Rules/Expectations
Typical Contexts/ Routines Respect Others Respect Property Respect Self
All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask.
Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements.
Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before.
Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly.
I Need Assistance Raise hand or show Assistance Card. Wait 2 minutes try again. Have materials ready. Have plan. Ask if unclear.
Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask.
Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask.
Problem to Solve Stop, Step Back, Think, Act Stop, Step Back, Think, Act Stop, Step Back, Think, Act
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
22
Allday Pakurar (2007)
23
Individual Student
  • Behavioral competence at school district levels
  • Function-based behavior support planning
  • Team- data-based decision making
  • Comprehensive person-centered planning
    wraparound processes
  • Targeted social skills self-management
    instruction
  • Individualized instructional curricular
    accommodations

24
Ingram, Lewis-Palmer, Sugai, 2005
25
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26
Family
  • Continuum of positive behavior support for all
    families
  • Frequent, regular positive contacts,
    communications, acknowledgements
  • Formal active participation involvement as
    equal partner
  • Access to system of integrated school community
    resources

27
Family Teaching Matrix Family Teaching Matrix SETTING SETTING SETTING SETTING SETTING SETTING SETTING
Family Teaching Matrix Family Teaching Matrix At home Morning Routine Homework Meal Times In Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
1. SOCIAL SKILL
2. NATURAL CONTEXT
Expectations
3. BEHAVIOR EXAMPLES

28
SWPBS Practices
School-wide
Classroom
Family
Non-classroom
  • Smallest
  • Evidence-based
  • Biggest, durable effect

Student
29
Train Hope
30
GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
31
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
32
Current Efforts Future Directions
33
Implementation Levels
State
District
School
Classroom
Student
34
PBS Systems Implementation Logic
Visibility
Funding
Political Support
PBS Implementation Blueprint www.pbis.org
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
35
Responsiveness-to-Intervention
36
Its not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
37
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
38
Response to Intervention
RtI
39
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
40
ESTABLISHING A CONTINUUM of SWPBS
  • TERTIARY PREVENTION
  • Function-based support
  • Wraparound/PCP
  • Specialized individualised supports
  • Practice Selection
  • Evidence-based
  • Measurable outcome aligned with need student
  • Rules for data-based decisions
  • Integrated with related practices based on
    outcomes, need, student
  • Implementation fidelity
  • Continuous monitoring
  • Audit
  • Identify existing practices by tier
  • Specify outcome for each effort
  • Evaluate implementation accuracy outcome
    effectiveness
  • Eliminate/integrate based on outcomes
  • Establish decision rules (RtI)

5
15
  • SECONDARY PREVENTION
  • Check in/out
  • Targeted social skills instruction
  • Peer-based supports
  • Social skills club
  • PRIMARY PREVENTION
  • Teach encourage positive SW expectations
  • Proactive SW discipline
  • Effective instruction
  • Parent engagement

80 of Students
41
RtI Application Examples
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, 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
42
Some Outcome Data
43
www.pbis.org
  • Horner, R., Sugai, G. (2008). Is school-wide
    positive behavior support an evidence-based
    practice? OSEP Technical Assistance Center on
    Positive Behavioral Interventions and Support.
  • http//www.pbis.org/files/101007evidencebase4pbs.
    pdf.

44
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50
Elementary School Suspension Rate
51
Elementary School
52
Trends in Suspension Rates for PBS Schools
Implementing w/ Fidelity Maturity
53
Trends in Black Hispanic Suspension Rates for
PBS Schools Implementing w/ Fidelity Maturity
54
National ODR/ISS/OSS July 2008
K-6 6-9 9-12
Sch 1756 476 177
Std 781,546 311,725 161,182
ODR 423,647 414,716 235,279
ISS Evnt 6 38 38
avg/100 Day 12 49 61
OSS Evnt 6 30 24
avg/100 Day 10 74 61
  Expl 0.03 0.29 0.39
2409
1,254,453
1,073,642
100,000 schools 45,000,000 ODRs
55
July 2, 2008
ODR rates vary by level
56
A few have big impact
July 2, 2008
57
Behavior varies by grade/year
58
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59
Class B Results
Percent of Intervals Engaged in Problem Behavior

School Days
60
Check In/Out Pt Card
Name________________ Date ________
GOALS 830 930 1030 1130 1230 130
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Goal _____ Pts Possible _____ Pts Received_____
of Pts _____ Goal Met? Y N
Rating Scale 2 Great 1 Ok 0 Goal Not Met
61
Class B Results Composite Peers
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days
62
Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days
63
Study 2 Results Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days
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