1

Getting Started with PBIS:

Basics & Features

George Sugai & Diane Myers University of Connecticut & Texas Woman’s University

27 October 2016 www.pbis.org

george.sugai@uconn.edu & dmyers1@twu.edu 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

6

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!”

7

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!

8

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?

10

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

dmyers1@twu.edu

george.sugai@uconn.edu

www.pbis.org

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