11/3/13

1

Working  Smarter  by  

Inves3ng  in  Implementa3on  

Science  George  Sugai  

 ACKNOWLEDGEMENT:  Karen  Blase,  Renee  Bradley,  Dean  Fixsen,  

Steve  Goodman,  Rob  Horner,  Tim  Lewis,  Kent  McIntosh      

Making  ConnecKons  Conference  2013  Richmond,  BriKsh  Columbia  

 University  of    ConnecKcut  

Center  on  PosiKve  Behavioral  IntervenKons  &  Supports  Center  for  Behavioral  EducaKon  &  Research  

4  Nov  2013  

www.pbis.org          www.cber.org  12:45-2:00

PURPOSE

Describe  how  im

plementaKon  science  

might  help  us  make  beW

er  decisions  

about  what  we  a

re  doing,  what  w

e  

should  be  doing,

 &  what  we  are  b

eing  

asked  to  do    

School  reform  &  

whose  at  the  table  

1.  Defendable  theory  of  ac3on  

2.  Mul3-­‐3ered  approach  

3.  Integra3on  of  academic  &  

behavior  supports  &  success  

4.  Implementa3on  considera3ons  

Working  smarter  to  address  school  reform  challenge  

The  “Table”  or  Problem  Context  

School  violence   Under-­‐

achievement  

Suspension  &  

expulsions  

Disability  

DisproporKonality  &  Equity  

Restraint  &  seclusion  

Bullying  School  

compleKon  &  dropping  out  

Delinquency  

Substance  use  

School  Climate  

.  .  .  .  .  .  .  

School  Reform  

Mental  Heath  

Nursing  

Juvenile  JusKce  

Special  EducaKon  

Physical  &  OccupaKonal  Therapy  

 School  Counseling,  Social  Work,  &  Psychology  

Child,  Family,  &  Community  Health   General  

EducaKon  

Higher  EducaKon   Early  Childhood  

&  Preschool  

Unions  

Personnel  PreparaKon  

Federal  Government  

Business  

ETC.  

Players “Kicking” Table WORKING  SMARTER  MESSAGE  

We  can  have  a  place  at  the  school  reform  “table”  

if  we  can  offer  &  demonstrate  something  that  is  

more  effec3ve,  efficient,  &  relevant….  

MULTI-­‐TIERED  IMPLEMENTATION  

FRAMEWORKS!  

1.  Defendable  Theory  of  AcKon  

2.  IntegraKon  of  Academic  &  Social  Behavior  

3.  ImplementaKon  for  Accuracy,  Durability,  &  

Relevance  

4.  MulK-­‐Kered  Technical  Assistance  

11/3/13

2

“Consideration of

Defendable Theory of

Action”

Defendable Theory of

Action

Theory-based explanation of phenomenon

Data based confirmation of

explanation

Implementation of explanation-based

actions

Data based confirmation of

effect

Defendable Theory of

Action

Theory-based explanation of phenomenon

Data based confirmation of

explanation

Implementation of explanation-based

actions

Data based confirmation of

effect

Parsimonious Comprehensive

Confirmable Replicable

W/ defendable theory of action, you can…

Describe & understand conditions under which behavior occurs.

Use that understanding to develop strategy to affect likelihood that it will occur.

Explain results that you achieve & make adjustments if needed.

PBIS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

Behavior Analytic

Approach Biology is important

Behavior is learned

Behavior & environment are functional

related Behavior is lawful, therefore

understandable & influence-able

Adjust environment to influence &

teach behavior

Setting Conditions Antecedents Behaviors Consequences

11/3/13

3

The “Table” or

Problem Context

School violence Under-

achievement

Suspension &

expulsions

Disability

Disproportionality & Equity

Restraint & seclusion

Bullying School

completion & dropping out

Delinquency

Substance use

School Climate

. . . . . . .

NOT Equal

STUDENT BEHAVIOR

ADULT BEHAVIOR OUTCOMES

•  Aggression

•  Bullying behavior

•  Non-compliance

•  Insubordination

•  Social w/drawal

•  Truancy

•  Law/norm violations

•  Substance use

•  Weapon possession

•  Harassment

•  Self-injury

• 

•  Office referral

•  In school detention

•  Out of school suspension

•  Probation & parole

•  Arrests & incarceration

•  Restraint & seclusion

•  Mental health referral

• 

•  Disproportionality

•  Dropping out

•  School failure

•  Mental illness

•  School-to-prison pipeline

•  Achievement gap

•  Unemployment

•  Delinquency

• 

Apply Behavior Analytic Logic

Antecedents Behaviors Consequences

! CONTEXT

CONDITIONS STUDENT BEHAVIOR ADULT BEHAVIOR STUDENT OUTCOME

RIS

K

• Hunger • Chronic illness • Disability • Race • Gender • Violence & trauma

exposure • Unemployment • Gangs • Substance use • Mental illness •

• Aggression • Bullying behavior • Non-compliance • Insubordination • Social w/drawal • Truancy • Law/norm

violations • Substance use • Weapon

possession • Harassment • Self-injury • •

• Office referral • In school detention • Out of school

suspension • Probation & parole • Arrests &

incarceration • Restraint &

seclusion • Mental health

referral • •

• Disproportionality • Dropping out • School failure • Mental illness • School-to-prison

pipeline • Achievement gap • Unemployment • Delinquency • •

PREV

ENTI

VE-P

RO

TEC

TIVE

S

• Employment • Physical health • Recreation • Healthy diet • Preschool • Literacy exposure • Safe

neighborhoods • Positive role

models • •

• Problem solving • Conflict & anger

management • Asking for

assistance • Communicating

feelings • Literacy • Self-management

skills • Managing bullying

behavior • •

• Teach, supervise, reinforce

• Active supervision • Check in check out • Function-based

support • Positive

reinforcement • Precorrection • Opportunity to

respond • Generalization

training • Data-based

decision making • •

• Postsecondary education

• Employment • Family • Recreation &

leisure activities • Physical & mental

health • Positive peer group • Safe neighborhood • •

!

Setting Conditions Antecedents Student

Behaviors Consequences Setting Conditions Antecedents Adult

Behaviors Consequences

Prevention Logic for All Redesign of teaching environments…not students

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Add triggers &

maintainers of prosocial

behavior

Teach, monitor, &

acknowledge prosocial behavior

Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCE

PREVALENCE

Prevention Objectives Prevention Actions

Antecedents & Consequences Behavior

Basics!

Multi-tiered Behavior Framework aka “PBIS”

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

11/3/13

4

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING & PROBLEM SOLVING

PBIS PBIS, RtI-B,

MTBF

Universal

Targeted

Intensive

All

Some

Few Continuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive Continuum of

Support “Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Supports for all students are multi-tiered

Decoding

Writing

Technology

Instru

ction

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

Supports  for  all  students  w/  disabiliKes  are  mulK-­‐Kered  

Self-assess

Homework

Technology Behav

ior S

uppo

rt

Universal

Targeted

Intensive Continuum of Support for

ALL “IFB School”

Dec 7, 2007

School Climate

Specials

Social Studies

Literacy

Attendance

Science

Numeracy

Supports  fo  schools  are  mulK-­‐Kered  

Technology

Writing

Crisis Prevention

Profes

siona

l

Develo

pmen

t

Universal

Targeted

Intensive Continuum of Support for

ALL “District: Literacy”

Dec 7, 2007

Bianchi M.S.

Ridley H.S.

Serrota E.S.

Trek E.S.

Davidson M.S.

LeMond. E.S.

Masi H.S.

Supports  for  districts  are  mulK-­‐Kered  

Look M.S.

Jamis E.S.

Schwinn M.S.

Tech

nical

Assist

ance

11/3/13

5

“Consideration of

integrated academic &

social behavior

success”

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity

Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Universal Interventions • All students • Preventive, proactive

Universal Interventions • All settings, all students • Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

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!”

Teaching social behaviors like academic skills

DEFINE Simply

MODEL

PRACTICE In Setting

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”

“What are 2 different ways to ‘look cool’ w/ your

friends?”

“That was great. What would that look like if you were stuck

on the bus? In the classroom?”

“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”

“Let’s watch this episode of _____. At the end, tell me one

way that a friend was helped when teased.”

WW: “Whatever” & Walk NC: “Not Cool”

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

EXAMPLES

11/3/13

6

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

School leadership & contributing factors on student learning.

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

Climate? “Consideration of

implementation process

for evidence-based

practices.”

IMPLEMENTATION

Effective Not Effective

PR

AC

TIC

E Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Classroom

Practices Organization

Non-classroom Family

Student

School-w

ide

11/3/13

7

Classroom

School Reform

Family School-

wide

Student

Health LEA/SEA

Mental Health Juve

nile Justic

e

What would be smallest # of evidence-based practices that would go into each circle? That might go in multiple circles?

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Stages of Implementation

•  Exploration •  Installation

•  Initial Implementation

•  Full Implementation

•  Innovation

•  Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

•  We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

•  Let’s make sure we’re ready to implement (capacity infrastructure) INSTALLATION

•  Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

•  That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

•  Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

Implementation Phase Big Ideas

Strive for sustainable local implementation capacity at all levels

Monitor fidelity & progress continuously for decision making

Reduce to re-invest

Organize & decide around student outcomes & benefit

Establish policy for accountability, sustainability, & scaling

11/3/13

8

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Do less, better w/in clear

framework!

Universal

Targeted

Intensive Intensity, frequency, precision,

expertise, etc. of coaching,

data collection, performance feedback, embedded professional

development, administrative supervision, evaluation, etc. will

match intensity of required support

Continuum of Technical

Assistance

26 Sep 2013

“Consideration of

culture & context in all

implementation

decisions”

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

SYST

EMS

PRACTICES

DATA

Training +

Coaching +

Evaluation

Cultural/Context  Considera0ons  

Improve  “Fit”  

Start  w/  effecKve,  efficient,  &  relevant,  doable  

Prepare  &  support  

implementaKon  

Implementation Fidelity

Maximum Student

Outcomes

BASIC PBIS LOGIC

HOWEVER…this logic is 1-dimensional & static.

Implementation is dynamic, multi-tiered, & shaped

by local contingencies.

11/3/13

9

Strength-­‐based,  person-­‐centered,  prevenKon-­‐based  approaches  

Evidence-­‐based  &  integrated  pracKces  &  systems  

Whole  school,  mulK-­‐Kered  systems  

Tiered,  data-­‐supported,  differenKated,  individualized  technical  assistance,  professional  development  

Integrated  policy  &  support:  ESE,  JJD,  MH,  OT/PT,  SW/SchPsy/Coun,  Sup/SB,  Law,  SpEd,  Nurs,  etc.  

More than just selecting the “IT”

Working  smarter  w/  

implementa3on  science  

WORKING  SMARTER  MESSAGE  

We  can  have  a  place  at  the  school  reform  “table”  

if  we  can  offer  &  demonstrate  something  that  is  

more  effec3ve,  efficient,  &  relevant….  

MULTI-­‐TIERED  IMPLEMENTATION  

FRAMEWORKS!  

1.  Defendable  Theory  of  AcKon  

2.  IntegraKon  of  Academic  &  Social  Behavior  

3.  ImplementaKon  for  Accuracy,  Durability,  &  

Relevance  

4.  MulK-­‐Kered  Technical  Assistance  

PBIS Leadership Forum Chicago, IL Oct 29-30, 2013

Northeast PBIS Mystic, CT May 22-23, 2013

Association PBIS Chicago, IL Mar 6-8, 2013

New England PBIS Norwood, MA Nov 15, 2013

Upcoming PBIS-related Events George.sugai@uconn.edu www.pbis.org

Robh@uoregon.edu LewisTJ@missouri.edu