School-wide Positive Behavior Support: Features,

Practices, & OutcomesGeorge Sugai & Rob Horner

OSEP Center on PBISUniversity of Connecticut

March 30, 2009

www.pbis.org www.cber.org www.swis.orgGeorge.sugai@uconn.edu

www.pbismaryland.org

Challenge

PURPOSEProvide brief overview of features, practices & systems of positive school culture for EVERYONE in school

Our Challenges…….SWPBS is framework for….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health clinic……

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”

1.REACTIVE MANAGEMENT

•5100 ref/yr•Marcus 14 days det.

“159 Days!”Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

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

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Worry #1“Teaching” by Getting ToughRunyon: “I hate this f____ing

school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”

...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to

student &/or others

When behavior doesn’t improve, we “Get Tougher!”• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic

& social behavior programming

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”• Do NOT learn when presented

contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

VIOLENCE PREVENTION

• 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)

• 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-community effort

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

www.pbis.orgHorner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.

www.pbis.org

click “Research” “Evidence Base”

90-School StudyHorner et al., in press

•Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity

•Fidelity SWPBS is associated with▫Low levels of ODR

▫ .29/100/day v. national mean .34

▫Improved perception of safety of the school ▫ reduced risk factor

▫Increased proportion of 3rd graders who meet state reading standard.

Project Target: Preliminary FindingsBradshaw & Leaf, in press

• PBIS (21 v. 16) schools reached & sustained high fidelity

• PBIS increased all aspects of organizational health• Positive effects/trends for student outcomes

– Fewer students with 1 or more ODRs (majors + minors) – Fewer ODRs (majors + minors)– Fewer ODRs for truancy– Fewer suspensions – Increasing trend in % of students scoring in advanced &

proficient range of state achievement test

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

RtI

Response to Intervention

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Effective Behavioral Interventions

Effective Academic Instruction

Systems for Durable & Accurate Implementation

Continuous & Efficient Data-based Decision Making

POSITIVE, PREVENTIVE

SCHOOL CULTURE(SWPBS)

=

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

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

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

• All school-wide• Maximum structure & predictability in routines & environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of opportunities to

respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

• 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

Individual Student

• 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

Family

Worry #2:“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

0

5

10

15

20

Ave

Ref

erra

ls p

er D

ay

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

10

20

30

40

50 N

umbe

r of O

ffice

Ref

erra

ls

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber o

f Ref

erra

ls

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber o

f Offi

ce R

efer

rals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by LocationReferrals per Location

Referrals per Student

0

10

20

Num

ber o

f Ref

erra

ls p

er S

tude

nt

Students

0

5

10

15

20

25

30

Num

ber o

f Ref

erra

ls

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:30 12:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of DayReferrals by Time of Day

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter Education

Safety CommitteeSchool Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Are outcomes

measurable?

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

Sample Teaming Matrix

Are outcomes

measurable?

School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Redesign Learning & Teaching Environment

Saying & doing it “Positively!”

Keep off the grass!

Few positive SW expectations defined, taught, & encouraged

Employee Entrance at TulsaDowntown Doubletree

Reviewing Strive for Five

• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

McCormick Elem. MD 2003

LC: Expected behaviors are visible throughout Middle School

LC: Expected behaviors are visible

Expectations & behavioral skills are taught & recognized in natural context

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

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. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer

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.

TEACHING MATRIX

Exp

ecta

tions

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Acknowledge & Recognize

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Grand Junction CO 5/06

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

Actively Supervising Dismissal

McCormick Elementary School, MD

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

Pre

Post

0

300

600

900

1200

1500 To

tal O

ffice

Dis

cipl

ine

Ref

erra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

SET: Project REACH

PHILADELPHIA ELEMENTARY SCHOOLPre-Post SET Results

12/2003 (pre) & 05/2004 (post)

0 0

33

13

25

0

100

16

100

80

100

75 75 75

100

82

100

90

100

75 7581.25

100

86

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

TeachingExpectations

RecognitionSystem

BehavioralViolations

Data BasedDecisionMaking

Management District Support Mean

SET Category

Perc

ent i

n Pl

ace

Dec-03

May-04

May-05

Key-to-Success ProjectKey-to-Success Project

Total Number of Office Discipline Referrals Per Year

419

324

218

050

100150200250300350400450

Baseline SWPBS Yr 1 SWPBS Yr 2

Years

Tota

l num

ber o

f ODR

s

Key-to-Success Project

199

110

84

0

20

40

60

80

100

120

140

160

180

200

Baseline SWPBS Yr 1 SWPBS Yr 2

Fighting - 3 Year Comparison

Elementary SchoolSuspension Rate

Elementary School

531

346

0

100

200

300

400

500

600

2004-05 2005-06

Middle SchoolOffice Referrals

Middle SchoolSuspension Rate

Middle School

Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity

Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing with Fidelity & Maturity

“Mom, Dad, Auntie, & Jason”

In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin’ at schoolAfter implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

“I like it here.”

Over past 3 years, 0 teacher requests for transfers

“She can read!”With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy.

Result: >85% of students in 3rd grade are reading at/above grade level.

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

0

0.2

0.4

0.6

0.8

1

Mea

n Pr

opor

tion

of

Stud

ents

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR2-5 ODR0-1 ODR

84% 58%

11%

22%

05%20%

0

0.2

0.4

0.6

0.8

1

Mea

n Pr

opor

tion

of

Stud

ents

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR2-5 ODR0-1 ODR

88% 69%

08%

17%

04%14%

~80% of Students

~15%

~5%

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• • • • • •

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org