positive behavioral interventions & supports: basics, updates, & refinements george sugai...
TRANSCRIPT
Positive Behavioral Interventions &
Supports: Basics, Updates, &
Refinements
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
12 June 2015
www.pbis.org www.neswpbs.org [email protected]
www.pbis.org
www.neswpbs.org
Presentations
PURPOSECelebrate 8th annual NYC PBIS event, & review fundamentals, give updates, & share refinements
www.neswpbs.org
• Implementation Blueprint
• Best Practices Classroom
Management Guide
• Team Implementation Checklist
SWPBS Feature Action
1. What is 1 thing you learned about PBIS & ISF that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your working environment to increase likelihood of doing above?
Action Steps (“Homework”)
Why?
School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
School Climate Transformation Grant (SCTG)
• 12 SEA sites
• 71 LEA sites (23 states)
National Youth Forum
• 10 large cities
Project Prevent
• 22 dist.
AWARE Grant
• 20 SEA sites
• 100 LEA sites• 9 also
SCTG sites
US Depart. of Educ.
• OSEP, OSHS
US Depart. of Just.
• OJP, OJJDP
US Depart of Health &
Human Serv.
• SAMHSA
Multi-Agency Effort
Getting Tough
Teaching to Corner
Applied Challenge:Academic & behavior success (failure) are
linked!
Fundamentals
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
PBIS isFramework
Continuum
Academically
All
Improving classroom & school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
PBIS is about….
Interconnected Systems Framework (ISF)
Integrated PBIS & SMH implementation
Improvement of educational outcomes
All students
Especially, w/ or risk of MH challenges
PBIS
SMH
Interconnected System
Framework
Interconnected Systems
Framework
Eber, Stephan, Weist, & Barrett Jun 2015
www.pbis.org/school/school-mental-health/interconnected-systems
www.pbis.orgwww.csmh.umaryland
Shapers, Doers, & Mentors
Systems of Care
• Bob Friedman & Beth Stoul, Al Duchnowski & Krista Kutash, et al.
Family & Youth MH
• Kimberly Hoagwood. Jane Knitzer, Barbara Friesen, et al
Wraparound
• John Burchard, Karl Dennis, Ira Lorie, John VanDenBerg, et al.
PBIS & SMH
• Lucille Eber, Sharon Stephan, Mark Weist, Susan Barrett, Joanne Malloy, et al.
ISF
SystemsSchool mental health
Positive behavioral
interventions & supports
Special education
Systems of care &
wraparound
ISF Targets
Somatic/physical illnesses
Behavior disorders
Learning difficulties
Social skill deficits Cognitive disorders
Mental illness
Trauma• Abuse, loss, accidents,
violence, medical, etc.
Family/social• Poverty, family,
unemployment, etc.
“Mad, Bad, Sad, Can’t Add” Kutash & Duchnowski, 2013
ISF Core
Features
TEAM• MH providers• School staff• Student, family, peers,
community
DATA BASED DECISION MAKING
EVIDENCE-BASED PRACTICES
• Selection• Implementation
EARLY COMPREHENSIVE
SCREENING
PROGRESS MONITORING
• Fidelity• Effectiveness
COACHING & COORDINATION
• Systems• Practices
Traditional MH v. ISF
Traditional
Counselor “sees” student at appt.
Only do “mental health”
Case management notes
Delivery of services
Referral management
ISF
MH person on teams all tiers
Contribute to integrated plan
Contribute to fidelity & progess
Access to interventions
Data-based screening
Integrated
PBIS & ISF
Support
Domains
Academic
Medical
Emotional & social
Mental Health
Behavioral
Family & community
Integrated
PBIS & ISF
Support
Domains
Academic
Medical
Emotional & social
Mental Health
Behavioral
Family & community
ISF Domains by Practice Areas
Academic Mental Health
Behavior Social, Emotional, Cognitive
Medical Family & community
Behavior analysis
Cognitive behavior therapy
Medical & pharmo-cological
System of care & wraparound
Practice Examples
Targeted & direct social skills instruction
Explicit academic instruction
Behavior self-management &
emotional regulation
Cognitive behavioral counseling & therapies
Function-based behavior intervention
planning
Psycho-
pharmocological
Resource Mapping across Tiers
• People• Agencies• Services &
practices
Assessment of Student Needs
• Local data: discipline, truancy, dropout, counseling referrals, etc.
• Requesting & sharing
Delineation of MH Interventions
• What, when, who• Youth & family
involvement
Intervention Access
• How & consent• When & how long• Communications
ISF Getting Started
Treatment Decision Making
• What, when, how much
• EBP
Intervention Management
• Scheduling, meetings, appointments, space
• Confidentiality & privacy
School-Community MoA
• Interventions & providers
• Evidence-based services
• Fidelity documentation
• Outcome measurement
ISF SurveyAdapted:
Appendix A, Survey of School Readiness for Interconnecting
Positive Behavior Interventions & Supports &School Mental Health
(Anello & Weist) in Advancing Education Effectiveness:
Interconnecting School Mental Health & School-wide Positive
Behavior Support (Barrett, Eber, & Weist)
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURES
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, &
Swain-Bradway 2011; Sugai, O’Keeffe, &
Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
Student
Teacher
AdministratorFamily
Community
Potential for cultural exchange & conflict
“George Sugai?” Learning History
1951 Sansei Santa Cruz, CA. Parents born Watsonville
Buddhism v. “Elks” little league
baseball
Ex Order 9066: Mom interned, Dad
moved to UT
No Japanese, fork v. hashi, soy sauce v.
shoyu
Only 2 JA, 1 AA @ LGHS, Stones v. Beatles
BF: Dale, Jim, Lansing, “Molly,” Roger
UCSB, hippies, BoA
ESC Nature director, “Gary” v.
toilet
CA, WA, CO, KY, NH, OR, CT
Bi-racial: Fernandez
Hapa: Sugai-Fernandez
Shaped into “damn behaviorist!”
CA Sansei JA
PBIS, SpEd & Kids w/ BD
Sugai-Fernandez
“Damn behaviorist”
________________
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.
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
Differentiates 1 group from others
Predicting future behavior
Flexible, dynamic, & changed/shaped over time & across generations & setting.
Collection of learned behaviors, maintained by similar social & environmental contingencies
Sugai, O’Keeffe, & Fallon 2012
References• Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of
culture and context in School-wide Positive Behavior Support: A review
of current literature. Journal of Positive Behavior Interventions, 14, 209-
219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual
consideration of culture and school-wide positive behavior support.
Journal of Positive Behavior Interventions, 14, 197-208,
10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-
Bradway, J. (2011). Toward a conceptual integration of cultural
responsiveness and school-wide positive behavior support. Journal of
Positive Behavior Interventions, 13, 219-229.
KID:
Negative School Climate
• Non-compliance & non-cooperation
• Disrespect• Teasing, harassment, &
intimidation• Disengagement & withdrawal• Nonattendance, tardy, &
truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use
SCHOOL:
Negative School climate
• Reactive management• Exclusionary disciplinary
practices• Informal social skills instruction• Poor implementation fidelity of
effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision
making• Inefficient, ineffective
instruction• Negative adult role models
Coercive Cycle
Why is negative
school climate
undesirable?Creates environments of
control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens academic &
social behavior development
SCHOOL:
Positive School Climate
• Positive > negative contacts
• Predictable, consistent, & equitable treatment
• Challenging academic success
• Adults modeling expected behavior
• Recognition & acknowledgement
• Opportunity to learn• Safe learning environment• Academic & social
engagement
KID:
Positive School Climate
• Compliance & cooperation• Respect & responsibility• Positive peer & adult
interactions• Engagement & participation• Attendance & punctuality• Anger & conflict
management• Safe & clean environment• Healthy food & substance
use• Self-management behavior
Positive Reinforcement Cycle
Negative SchoolBehavior
Negative StudentBehavior
What’s It Take to Shift from Negative to Positive School Climate?
Easy to say….requires sustained priority to do.
Positive StudentBehavior
Positive SchoolBehavior
Coercive Cycle
Positive Reinforcement
Cycle
HOW?
Establish positive school
climate Maximizing academic success
Teaching important
social skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Mayer,Patterson,
Reid, Walker
Decision SWPBS Feature Action
Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily?
Yes ? No 2. Do >80% of staff have more positive than negative social interactions with their students daily?
Yes ? No 3. Do >80% of staff model positive expected social behavior daily?
Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
School Climate Self-Assessment – 6 min.
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“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
Supports for all students w/ disabilities are multi-tiered
Self-assess
Homework
TechnologyBehav
ior S
uppo
rt
Universal
Targeted
IntensiveContinuum of
Support for ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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
SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Pre
cisi
on
Eng
agem
ent
Fee
dbac
k
Pra
ctic
e
Team
wor
k
ISF Practices across Tiers & Context
Chapter 4, Considerations for School Mental Health Implementation Framework (Weist, Simonsen, & Dolan
2013) in Advancing Education Effectiveness: Interconnecting School Mental Health & School-wide
Positive Behavior Support (Barrett, Eber, & Weist)
Punishment teaches• Punishment signals error.
• Punishment does not teach SS.
Teach “1 hour every Monday”• SS are needed all day.
• SS are prompted & practiced all day.
Not my responsibility• SS are needed to learn.
• SS are needed to teach.
Bad behavior is trait• SS (good/bad) learned & taught.
• Teaching SS should be formal.
Social Skills Misrules
Establishing/Replacing HabitCharles Duhigg (2014)
CUE• Remov
e competing cue
• Add desired cue
HABIT• Teach
acceptable alternative
• Teach desired alternative
REWARD
• Remove reward for old habit
• Add reward for new habit
All three elements are addressed in SSI
Decision SWPBS Feature Action
Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?
Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?
Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?
Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
Social Skills Self-assessment
Evaluation & Data
Outcomes
4 Main Data Concerns
Student outcomes
Practice
selection
Practice implementation
Systemimplementation
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
RCT & Group Design PBIS StudiesBradshaw, 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
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.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
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
2014
“Wagering next month’s salary!!”• 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
Concluding Comments
SWPBS Feature Action
1. What is 1 thing you learned about PBIS that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Action Steps - “Homework”
Measurable & justifiable OUTCOMES
On-going DATA-based decision making
Evidence-based PRACTICES
SYSTEMS ensuring durable, high fidelity of implementation
Messages
ISF Resources
Upcoming Events
PBIS Forum
Oct 22-23, 2015
Rosemont IL
SMH Conference
Nov 5-7, 2015
New Orleans,
LA
New England PBIS
Nov 19-20, 2015
Norwood, MA
APBS Conf.
Mar 23-26, 2016
San Francisco
, CA
Northeast SWPBS Conf.
May 19-20, 2016
Mystic, CT