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1
Getting Started with PBIS:
Basics & Features
George Sugai & Diane Myers University of Connecticut & Texas Woman’s University
27 October 2016 www.pbis.org
[email protected] & [email protected] Keywords: PBIS Foundations, Tier 1, Classroom
PURPOSE
Describe how to get started
w/ PBIS: outcomes, data,
practices, & systems.
SESSION 1 1. Why do PBIS? G 2. What is PBIS? G 3. What are core PBIS features? G SESSION 2 4. How is PBIS implementation started? G 5. How are classroom & school-wide PBIS
related? D 6. How is PBIS implemented in classroom? D
www.pbis.org
Presentations
School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
Every Student Succeeds Act
John B. King, Jr. U. S. Secretary of Education
• Academic Achievement • MTSS • Equity • School-to-Prison Pipeline • Data for Decision Making • Disabilities • Evidence-based Practices • School Reform • School Climate
2
Coercive 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
Getting Tough
Teaching to Corner
Nov 1985 Kappan
School Discipline Challenge:
Academic & behavior success (failure) are
linked!
CommonVision/Values
CommonLanguage
CommonExperience
Quality Leadership
Effective Organizations
GOAL:Effec+veTeaching&LearningEnvironments
Classroom School
District State
PBIS RtI RtI-A RtI-B
SWPBS EBS
PBIS
ISF
3
PBIS aka MTSS, RtI, SWPBS, MTSS-B, MTBF, RtI-B…
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
Implement w/ FIDELITY Develop
CONTINUUM of Evidence-based
Practices & Systems
Develop LOCAL EXPERTISE & Implementation
Fluency
Use TEAM to Coordinate & Lead
Implementation
MONITOR PROGRESS Continuously
SCREEN Universally
Decide with DATA
PBIS & MTSS
Share
Functions
MTSS = PBIS, RtI, SRBI
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
Schools Using PBIS August 2016
> Tier 1
0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'
23,363 schools
RCT & Group Design PBIS Studies Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332. Bradshaw, 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.
Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate. International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.
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
Oct 2015
“Bet your 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
Spain Wales
UK
Netherlands Norway
Denmark Canada US
Virgin Is Cayman Jamaica Bermuda
Puerto Rico
Australia New Zealand South Africa
Japan Taiwan
S. Korea
Turkey
Guam
Saudi Arabia Qatar
4
Mismatchbetween
problem&interven+on
Discipline Handbook
Or
Code of Conduct
Functional Equivalent of
“Graffiti Hotline!” 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
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Universal
Targeted
Intensive
All
Some
Few
Dec 7, 2007
Con+nuum
ofSupport
forAll
Universal
Targeted
Intensive Continuum of
Support “Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Universal
Targeted
Intensive Continuum of Support for
ALL: “Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Labelbehavior…..notkids
Self-assess
Homework
Technology Behav
ior S
uppo
rt
Universal
Targeted
Intensive Con+nuumof
SupportforALL:
“George”
Dec7,2007
Statistics
Teaching
Tennis
Afrikans
Cooking
Bicycle Touring
Lawn Mowing
Labelbehavior…notpeople
Technology
Billiards
Reading Comprehension
Expressing Feelings
5
Universal
Targeted
Intensive Con+nuumof
SupportforALL:
“________”
Dec7,2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
Continuum Logic & Key PBIS Working Elements
Outcomes Data Practices Systems
INCREASED EFFORT
Responsive-to-
Treatment
Major Behavior Aug-Dec 2015
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2015
82.83%
9.81%
6.42%
0.94%
6+
2-5
1
0
Agreements
Team
Data-based Action Plan
“Plan”
Implementation “Do”
Evaluation “Check”
General Implementation
Process
State
District
School
Students
Staff
Principal, Superintendent
All Staff, Students, Administrators
= Coaching
Is PBIS right for our school: Readiness Checklist
http://neswpbs.org
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Ready? LEADERSHIP
• District • School & district coaching • PRINCIPAL
SCHOOL TEAM • Representation
DATA SYSEM • www.swis.org
PRINCIPAL ENGAGEMENT
• Attendance • Participation • Data • Priority & resources
COACHING
STAFF PARTICIPATION AGREEMENT (>80%)
School-Wide PBS (Tier 1)
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
Teaching/learning mis-rule!!
Teaching how to determine hypotenuse of triangle
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“C2 = A2 + B2 where C is side opposite right
angle….”
“Watch me,…If A = 3 & B = 4, then C2 = 25, & C =
5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky because no right
angle….”
“Work w/ your partner & calculate hypotenuse of
triangle for these 3 examples……”
“Work w/ another partner & do these 4 examples….”
“Teaching by Getting Tough” “I hate this f___ing school & you’re a
dumbf_____!”
“That’s disrespectful
language, girl. I’m sending you to the
office so you’ll learn never to say
those words again….starting
now!”
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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 Teaching
Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/ Compute
r 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.
Exp
ecta
tions
1. Social Skill 2. Natural Context
3. Behavior Example
Emphasizing & Teaching Positive
Expectations
Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
Acknowledge & Recognize
Leslie Krupa & Jessica Daly Dark Horse in Boulder 15 Sep 2013
Context matters,…don’t leave behavior
success to chance!!
Use minutes
wisely, & teach for prevention.
“Which door would you enter?”
Use your data!
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SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBIS Elements
Like evidence-based classroom
management practices!
www.pbis.org
How did we get here? Evidence-based practices in classroom management:
What all instructors should be doing in the classroom
1. Maximize structure
2. Identify, define, and teach expectations
3. Increase academic engagement
4. Establish a continuum of supports to encourage appropriate behavior
5. Establish a continuum of supports to discourage inappropriate behavior
Simonsen et al., 2008
More background `
www.pbis.org
9
FOUNDATIONS: STRUCTURE AND EXPECTATIONS
Maximizing structure • When you think about structure in a
classroom, what comes to mind?
– Physical arrangement
– Décor, organization
– Routines (embedded structure)
Physical arrangement • What are important factors to consider when
arranging a classroom? – The teacher can see all students – All students can see the teacher – Pathways facilitate traffic flow – Students can see all demonstrations, presentations,
white boards, etc. – Frequently used materials are easily accessible – Students can easily be organized into groups – Potential distractions
Marzano,2003
Classroom routines
• What are some examples of classroom routines that all students should know?
• Why is important to teach routines to students?
• How are routines taught?
Establishing expectations
• Each classroom should have 3-5 positively expectations for students to follow. – These can align with the school’s universal
expectations, if those exist.
• These expectations should be broad and able to encompass a broad range of behaviors.
• Why are they positively stated?
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This is why!
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Thank you, George!
Defining routines within expectations
• Once a teacher has chosen expectations for his or her classroom, these expectations need to be defined within the context of the classroom routines.
• Why is it important for students to have an operational definition (that is, an observable, measurable description) of the expected behaviors?
• One way to do this is in a matrix format.
RuleswithinRou+nesMatrix
Routines
Rules
Entering Classroom Seat Work Small Group
Activity Leaving
Classroom
Be Safe
Be Respectful
Be Responsible
Expecta(ons
ClassroomRou(nes
Groupwork DeskworkQuizzesand
testsArrival Dismissal
RespectOfferideas
Completeall
tasks
Sitwithfeeton
theground
Getupand
stretchif
necessary
Studyforall
assessments
Readthrough
anddouble-
checkallwork
Getallsupplies
fortheday
Lockbelongings
inlocker
Checkon
homework
Packnecessary
materials
Responsibility
Compliment
others’ideas
Listenand
makeeye
contact
Worksilently
Readquietlyif
finishedahead
ofothers
Keepeyeson
yourownpaper
Studywith
others
Keepphoneoff
andinbag
Moveoutof
thewayquickly
inthehall
Letotherssit
withyouonthe
bus
Holddoorsfor
thosewithbags
ReadytoLearn
Keepmaterials
organized
Movedesks
quietly
Keepdeskarea
clean
Keepaisles
clear
Keepdeskarea
clean
Usescrap
paper
Closelocker
doorsquietly
Movechairs
quietly
Pushchairs
underdesks
Walkinthe
hallways
Expect
a+ons
Rou+nesfortheCLASSROOMseY
ng
Whatthebehaviorslooklikeandsoundlike(posi+velystated!)
Components of a behavioral expectation lesson plan
• A behavioral expectation lesson plan should incorporate the following key features: – Your teaching objective – Positive and negative teaching examples – The materials you will need for your lesson – The “model, lead, and test” activities – The follow-up activities
• Behavioral expectations should be taught just like you’d teach academics.
PRACTICES: ENGAGEMENT, ACKNOWLEDGEMENT, AND CORRECTION
Quality teaching Student behavior
11
Actively engaging students
• One teacher behavior that is consistently associated with (a) improved student behavior and (b) increased student achievement is actively engaging students.
• How can teachers actively engage students during instruction?
Increasing academic engagement
• What are some ways to increase academic engagement? – Opportunities to respond – Offering choice – Choral or gestural responding – Incorporating students’ interests into lessons – Individual white boards – Technology – Others?
Increasing academic engagement
• Which aspects of instruction influence behavior? – All of them! Including… – Pacing – Teacher movement – Task difficulty – Tone – Body language – Organization – Teacher enthusiasm
• Always investigate academic connections to behavior problems.
ENCOURAGING APPROPRIATE BEHAVIOR
But first: why bother? • Seriously, why are we acknowledging kids
just for doing what they’re supposed to do?
• Need to make connection between reinforcement and appropriate behavior. – Then, we can shift toward natural reinforcement. – Right now, the natural reinforcers aren’t enough to
maintain the behaviors we want!
Reinforcing appropriate behavior
• Teachers should use a continuum of strategies to reinforce appropriate behavior, including: – Behavior-specific praise
– Group contingencies
– Behavior contracts
– Token economies
• Let’s talk about one strategy today.
12
BEHAVIOR-SPECIFIC PRAISE
The most common social reinforcer
• Praise is the most widely used reinforcer in the classroom.
• The most effective praise is behavior-specific.
• What does that mean?
Keep it sincere • Praise should sound sincere.
• Praise should vary in content and tone according to the situation and to student preference.
• Deliver praise in your natural demeanor.
• What about students who don’t find praise reinforcing?
Alberto & Troutman, 2013; Simonsen & Myers, 2015
DISCOURAGING INAPPROPRIATE BEHAVIOR
Setting the stage for appropriate behavior
• With inappropriate behavior, prevention is the best intervention.
• How can teachers make appropriate behavior more likely? – Create a positive environment – Greet students at the door (seriously!) – Be an active supervisor – Make expectations clear – Reinforce the behavior you want to see – Maximize student engagement in instruction – Model the behavior you want to see
Think about the following scenarios.
• During class, a student makes a loud and off-topic comment (e.g., “It’s a good day for gettin’ rowdy!” or “Who else stayed up all night playing Xbox?”). What is a standard teacher response?
• A student mispronounces a word while reading along (e.g., says “seven” when the word is “severe”). What is a standard teacher response?
13
Response continuum • Establish a continuum of responses.
• Options include: – Specific and contingent error correction – Differential reinforcement – Planned ignoring – Overcorrection – Response cost – Time-out from reinforcement
• Let’s talk about one simple strategy that can make a big difference: specific error correction.
Error correction • First response to minor behavior error
should be specific and contingent error correction. – Identify problem behavior. – Identify expected behavior. – Reteach if necessary. – Provide feedback.
• Reinforce as soon as appropriate behavior is displayed.
• Punishment cannot be used in isolation; we must also teach and reinforce the appropriate behaviors that we expect from our students.
• We cannot assume that traditional punishments will reduce problem behaviors.
• Frequent use of punishment can lead to a hostile learning environment.
Simonsen & Myers, 2015
Considerations when responding to problem behavior
Considerations when responding to problem behavior
• Spend most of your time preventing problem behavior from occurring.
• Always think about what you can change to decrease the likelihood of inappropriate behaviors.
• Be predictable and consistent.
• Look for opportunities for reinforcement.
• Always consider the function of the problem behavior.
Classroom Practices & Systems Decision Making Classroom Practices & Systems Self-Assessment
14
In closing…
• Begin with the foundations of CWPBIS: structure, organization, routines, and expectations.
• Implement evidence-based practices (e.g., engaging students, acknowledging appropriate behavior, error correction).
• Take data to see if your system is working!
“When programs & practices effectiveness have been
demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”
National Institute of Justice
“Causal evidence that documents a relationship between an activity, treatment, or intervention and its
intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal
evidence depends on the use of scientific methods to rule out, to the
extent possible, alternative explanations for the documented
change” National Institute of Justice
“EBPs are practices that are supported by multiple, high-quality
studies that utilize research designs from which causality can be inferred
&that demonstrate meaningful effects on student outcomes”
Cook & Cook, 2013
“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, &
preferences.”
American Psychological Association, 2006
“Strong evidence means that the evaluation of an intervention
generates consistently positive results for the outcomes targeted
under conditions that rule out competing explanations for effects
achieved (e.g., population & contextual differences)”
HHS SAMHSA, 2009
Samples of Definitions for “Evidence-based”
“An approach in which current, high-quality research evidence is
integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.” ASHA, www.asha.org
“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client
preferences, & culture to guide & inform the delivery of treatments &
services” Socialworkpolicy.org, 2015
“Treatment or service, has been studied, usually in an academic or
community setting, & has been shown to be effective, in repeated studies of the same practice and
conducted by several investigative teams.”
National Alliance on Mental Health, 2007
Practice Selection “Bet your next month’s salary!!”
1. Empirical Support
• Functional Relationship
• Meaningful Effect Size • Replication • Context
2. Student Fit • Need (+/-) • Priority
3. Context-Environment
Fit • Language • Developmental • Educational • Cultural
1. Empirical Support
• Functional Relationship
• Meaningful Effect Size
• Replication • Context
“Don’t Throw Stones!”
IMPLEMENTATION
Effective Not Effective P
RA
CTI
CE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
“How far away is the wood, Dad?”
Considering Culture, Context, & Learning
History
Maryland Student
Teacher
Administrator Family
Community
Culture & Context
15
Culture = Group of individuals
Overt/verbal behavior
Shared learning history
Differentiates 1 group from others
Predicting future behavior
Flexible,dynamic,&
changed/shapedover+me
&acrossgenera+ons&
seYng.
Collec+onoflearned
behaviors,maintained
bysimilarsocial&
environmental
con+ngencies
Sugai, O’Keeffe, & Fallon 2012
Stop
Check
Act
Check
SAMPLE QUESTIONS
TAKE 5 & STEP BACK • Am I calm? • Is student calm?
CHECK • Do I have positive relationship w/
student? • Have I considered cultural context? • Have I considered individual learning
history? • Can I act by myself? • Can I do school practice? • Is positive outcome likely?
ACT • Am I following procedure? • Am I calm & professional? • Am I implementing in contextually &
appropriate manner?
CHECK • Am I calm & responsive? • Is student calm & responsive? • Is positive outcome likely? • Should I do something differently?
Acting Respectfully & Responsibly
Get ready
Secure leadership participation & priority
Implement for all school- & classroom-wide
Teach & acknowledge explicitly & continuously
Stop – check – act – check – act – check….
Upcoming Events
Northeast SWPBS Conf.
May 19-20, 2016
Mystic, CT
New England PBIS Conf.
Mar 9-10, 2016
Norwood, MA
APBS Conf.
Mar 1-4, 2017
Denver
Universal*
Targeted*
Intensive* Continuum of Support for ALL:
“Molcom”
Dec 7, 2007
Problem solving
Cooperative play
Adult relationships
Anger management
Attendance
Peer interactions
Independent play
Label*behavior…..not*kids*
Self-regulation
Homework
Technology
Common%
Vision/Values%
Common%
Language%
Common%
Experience%
Quality
Leadership
Effec%ve'Organiza
%ons'
Classr
oom
School
District
Stat
e
www.pbis.org
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