School-Wide Positive Behavior Support:

Updates & Sustainability

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Feb 9-10 2009

www.pbis.org www.cber.org www.swis.org

Getting Tough

Teaching to Corner

Applied Challenge:Academic & behavior success (failure) are

linked!

PURPOSE

Review of SWPBS best

practices & systems for

implementation integrity &

sustainability

Predictable work environments are places

where employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected

2. Have materials & equipment to do job correctly

3. Receive recognition each week for good work.

4. Have supervisor who cares, & pays attention

5. Receive encouragement to contribute & improve

6. Can identify person at work who is “best friend.”

7. Feel mission of organization makes them feel like their jobs are important

8. See people around them committed to doing good job

9. Feel like they are learning new things (getting better)

10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

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)

Evaluation Criteria

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”

...Predictable individual response

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…..Predictable systems response!

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic

& social behavior programming

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”• Do NOT learn when presented

contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

VIOLENCE PREVENTION

• Surgeon General’s 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)

Worry #2:“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

SWPBS is

Features

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

Responsiveness to Intervention

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

RTIContinuum of

Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

RTIContinuum of

Support for ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

~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•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Development & Sustainability

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.

www.pbis.org

“Is SWPBS evidence-based practice?”

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• All school-wide• Maximum structure & predictability in routines &

environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of opportunities

to respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

Essential Behavior & Classroom Management

Practices

See Classroom Management Self-Checklist (7r)

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

• 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

Family

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Good Data Systems

Avg Ref/Day/Month

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

# Ref by Problem

# Ref by Location

# Ref by Time of Day

# Ref by Students

How long would it take to answer big 5 SW discipline questions in your school?1. How many?2. What?3. Where?4. When?5. Who?

(7 min.)

4 Main Data Concerns

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer 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. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning Meeting Eyes on speaker.Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do own work.Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

Transition Use inside voice.Keep hands to self.

Put/get materials first.Keep hands to self.

Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready. Have plan.Ask if unclear.

Teacher Directed Eyes on speaker.Keep hands to self.

Use materials as intended.

Have plan.Ask.

Independent Work Use inside voice.Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal Times

In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages

Guiding Principles