SWPBS Elements: Data, Outcomes, Practices,

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SWPBS ElementsData, Outcomes, Practices,
Systems

• George Sugai
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• October 30, 2008
• www.pbis.org www.cber.org www.swis.org
• George.sugai_at_uconn.edu

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PURPOSE Give new implementers on overview of
SWPBS interactive key operating elements, data,
practices, systems, that can increase academic
social behavior outcomes for ALL students.
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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 for all students
• (Zins Ponti, 1990)

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Evaluation Criteria
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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SWPBS is about.
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Office Discipline Referrals

• Definition
• Kid-Teacher-Administrator interaction
• Underestimation of actual behavior
• Improving usefulness value
• Clear, mutually exclusive, exhaustive definitions
• Distinction between office v. classroom managed
• Continuum of behavior support
• Positive school-wide foundations
• W/in school comparisons

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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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www.swis.org
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Pre
Post
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Elementary School Suspension Rate
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Elementary School
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Trends in Suspension Rates for PBS Schools
Implementing w/ Fidelity Maturity
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Trends in Black Hispanic Suspension Rates for
PBS Schools Implementing w/ Fidelity Maturity
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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.

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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

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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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)

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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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School-wide

• Leadership team
• Behavior purpose statement
• Set of positive expectations behaviors
• Procedures for teaching SW classroom-wide
  expected behavior
• Continuum of procedures for encouraging expected
  behavior
• Continuum of procedures for discouraging rule
  violations
• Procedures for on-going data-based monitoring
  evaluation

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Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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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

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Expectations

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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

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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

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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.

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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Train Hope
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
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Response to Intervention
RtI
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RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
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PBS Systems Implementation Logic
Visibility
PBS Implementation Blueprint www.pbis.org
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Working Smarter
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Sample Teaming Matrix
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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)

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• 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
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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