:

Positive Behavior Interventions and

Supports

What Does PBIS Have to Do With Prevention?

George Sugai OSEP Center on PBIS

Neag School of Education

University of Connecticut

February 8, 2011

1. Definition of SWPBS

2. Rationale for SWPBS

3. Relationship of SWPBS to prevention?

4. Operating features of

SWPBS

PURPOSE: What is the school-wide positive behavior supports & how does it relate to prevention?

SWPBS

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS

ABA

1968

Applied Behavior Analysis

PBS

1980s

Positive Behavior Support

PBIS

1997

Positive Behavioral Interventions &

Supports 1990s

Implementation Science

RtI

1990s

Response-to-

Intervention

SWPBS is about…. Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

SWPBS is Framework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

Integrated

Elements

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

IMPLEMENTATION

W/ FIDELITY CONTINUUM OF

EVIDENCE-BASED

INTERVENTIONS

CONTENT

EXPERTISE &

FLUENCY

PREVENTION

& EARLY

INTERVENTION

CONTINUOUS

PROGRESS

MONITORING

UNIVERSAL

SCREENING

DATA-BASED

DECISION MAKING &

PROBLEM SOLVING

RtI

Etc.

Literacy & Writing

Numeracy &

Sciences SWPBS

Specials

Social Sciences

Responsiveness to

Intervention

9

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

Universal

Targeted

Intensive

All

Some

Few

RTI

Continuum of

Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive

RTI

Continuum of

Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Labelbehavior…notpeople

Universal

Targeted

Intensive

RTI

Continuum of

Support for

ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Labelbehavior…notpeople

~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

• 

Exa

mp

le

Classroom

SWPBS

Practices

Non-classroom Family

Student

•  Smallest # •  Evidence-based •  Biggest, durable effect

SCHOOL‐WIDE

1.  Leadershipteam

2. Behaviorpurposestatement

3. Setofpositiveexpectations&behaviors

4. ProceduresforteachingSW&classroom‐wide

expectedbehavior

5. Continuumofproceduresforencouraging

expectedbehavior

6. Continuumofproceduresfordiscouragingrule

violations

7. Proceduresforon‐goingdata‐basedmonitoring&

evaluation

EVIDENCE‐

BASED

INTERVENTION

PRACTICES

CLASSROOM

1. Allschool‐wide

2. Maximumstructure&predictabilityinroutines&

environment

3. Positivelystatedexpectationsposted,taught,

reviewed,prompted,&supervised.

4. Maximumengagementthroughhighratesof

opportunitiestorespond,deliveryofevidence‐

basedinstructionalcurriculum&practices

5. Continuumofstrategiestoacknowledgedisplays

ofappropriatebehavior.

6. Continuumofstrategiesforrespondingto

inappropriatebehavior.

INDIVIDUALSTUDENT

1. Behavioralcompetenceatschool&districtlevels

2. Function‐basedbehaviorsupportplanning

3. Team‐&data‐baseddecisionmaking

4. Comprehensiveperson‐centeredplanning&

wraparoundprocesses

5. Targetedsocialskills&self‐managementinstruction

6. Individualizedinstructional&curricular

accommodations

NONCLASSROOM

1. Positiveexpectations&routines

taught&encouraged

2. Activesupervisionbyallstaff(Scan,

move,interact)

3. Precorrections&reminders

4. Positivereinforcement

FAMILYENGAGEMENT

1. Continuumofpositivebehaviorsupportforall

families

2. Frequent,regularpositivecontacts,

communications,&acknowledgements

3. Formal&activeparticipation&involvementas

equalpartner

4. Accesstosystemofintegratedschool&

communityresources

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Evaluation Criteria

• Research-based? Effective

• Doable? Efficient

• Contextual & Cultural? Relevant

•  Lasting? Durable

•  Transportable? Scalable

“Making a

turn”

IMPLEMENTATION

Effective Not Effective P

RA

CT

ICE

Effective

Not

Effective

Maximum

Student

Benefits

Fixsen & Blase, 2009

Agreements

Team

Data-based

Action Plan

Implementation Evaluation

GENERAL

IMPLEMENTATION

PROCESS:

“Getting Started”

Educationally relevant outcomes

Clearly defined & relevant indicators

System for easy input & output

Data rules for decision making

Team-based mechanism for action planning

Data Decision Making

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

1 Prevent & precorrect

2 Teach, prompt, reinforce

3 Invest in evidence-based

4 Consider culture/context

5 Implement with fidelity

6 Decide w/ data

7 Establish efficient systems capacity

7 BIG

BEHAVIOR

IDEAS!!

Effective Social & Academic

School Culture

Common

Vision/Values

Common

Language

Common

Experience

SWPBS

George Sugai, Ph.D., Director

OSEP Center on PBIS

Center for Behavioral Education & Research

www.cber.org

University of Connecticut

George.sugai@uconn.edu