Washington PBIS Conference Rob Horner University of Oregon
2012
Slide 2
Goals For those new or early in their introduction to SWPBIS
Core features to look for as you attend sessions National status of
SWPBIS For those already implementing Tier I supports and ready to
go into more depth Building integrated systems of support at Tiers
II and III Emerging strategies for BASIC FBA and BSP For those with
significant experience implementing SWPBIS What we are learning
about sustaining SWPBIS What we are learning about scaling up
SWPBIS
Slide 3
School-wide Positive Behavioral Interventions and Supports
(SWPBIS) The social culture of a school matters. A continuum of
supports that begins with the whole school and extends to
intensive, wraparound support for individual students and their
families. Effective practices with the systems needed for high
fidelity and sustainability Multiple tiers of intensity
Slide 4
What is School-wide Positive Behavior Intervention and Support?
School-wide PBIS is: A framework for establishing the social
culture and behavioral supports needed for a school achieve
behavioral and academic outcomes for all students. Evidence-based
features of SWPBIS Prevention Define and teach positive social
expectations Acknowledge positive behavior Arrange consistent
consequences for problem behavior On-going collection and use of
data for decision-making Continuum of intensive, individual
intervention supports. Implementation of the systems that support
effective practices
Slide 5
Establishing a Social Culture Common Vision/Values Common
Language Common Experience MEMBERSHIP
Slide 6
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% SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT 27 Main Ideas: 1.Invest in prevention first
2.Multiple tiers of support intensity 3.Early/rapid access to
support
Slide 7
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 SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT 27
Slide 8
8 Tertiary Prevention: Specialized Individualized Systems for
Students with High-Risk Behavior Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Primary
Prevention: School-/Classroom- Wide Systems for All Students,
Staff, & Settings ~80% of Students ~15% ~5% School-Wide
Positive Behavior Support
Slide 9
Academic SystemsBehavioral Systems 1-5% 5-10% Intensive,
Individual Interventions Individual Students Assessment-based High
Intensity Of longer duration 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 80-90% Universal
Interventions All students Preventive, proactive Universal
Interventions All settings, all students Preventive, proactive
Multi-tier Model Dona Meinders, Silvia DeRuvo; WestEd, California
Comprehensive Center
Slide 10
Slide 11
Slide 12
PBIS Is Integrated Continuum Mar 10 2010 Academic Continuum
Behavior Continuum
Slide 13
Examples of Behavior Supports Continuum of Supports Universal
Prevention Identify expectations Teach Monitor Acknowledge Correct
Targeted Intervention Check-in, Checkout Social skills training
Mentoring Organizational skills Self-monitoring Intensive
Intervention Individualized, functional assessment based behavior
support plan
Slide 14
Slide 15
Universal Targeted Intensive All Some Few RTI Continuum of
Support for ALL George Sugai
Slide 16
16 Tier III For Approx 5% of Students Core + Supplemental +
Intensive Individual Instruction to achieve benchmarks 1.Where is
the students performing now? 2.Where do we want him to be? 3.How
long do we have to get him there? 4.What supports has he received?
5.What resources will move him at that rate? Tier III Effective if
there is progress (i.e., gap closing) towards benchmark and/or
progress monitoring goals. 16
Positive Behavior Support Dr. Terry Scott: Adapted from George
Sugai, 1996 Terrance M. Scott, 2001 Universal School-Wide Data
Collection and Analyses School-Wide Prevention Systems (rules,
routines, arrangements) Targeted Intensive Analyze Student Data
Interviews, Questionnaires, etc. Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis Simple Student
Interventions Group Interventions Complex Individualized
Interventions Team-Based Wraparound Interventions Intervention
Assessment
Slide 20
Tier I: Universal/Prevention for All Coordinated Systems, Data,
Practices for Promoting Healthy Social and Emotional Development
for ALL Students Tier 2: Early Intervention for Some Coordinated
Systems for Early Detection, Identification, and Response to Mental
Health Concerns Tier 3: Intensive Interventions for Few Individual
Student and Family Supports Adapted from the ICMHP Interconnected
Systems Model for School Mental Health, which was originally
adapted from Minnesota Childrens Mental Health Task Force,
Minnesota Framework for a Coordinated System to Promote Mental
Health in Minnesota; center for Mental Health in Schools,
Interconnected Systems for Meeting the Needs of All
Youngsters.
Slide 21
Slide 22
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 Students will move up and down through services
as needed School-wide Positive Behavioral Interventions and
Supports
Slide 23
Remember that the multiple tiers of support refer to our
SUPPORT not Students. Avoid creating a new disability labeling
system. Reading Behavior Math Health
Slide 24
Experimental Research on SWPBIS 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., 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., Waasdorp, T., Leaf. P., (in
press). Effects of School-wide positive behavioral interventions
and supports on child behavior problems and adjustment. Pediatrics.
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. Ross, S. W., Endrulat, N. R., & Horner, R. H.
(2012). Adult outcomes of school-wide positive behavior support.
Journal of Positive Behavioral Interventions. 14(2) 118-128.
Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of
Schoolwide Positive Behavioral Interventions and Supports on
Bullying and Peer Rejection: A Randomized Controlled Effectiveness
Trial. Archive of Pediatric Adolescent Medicine.
2012;166(2):149-156 SWPBIS Experimentally Related to: 1.Reduction
in problem behavior 2.Increased academic performance 3.Increased
attendance 4.Improved perception of safety 5.Reduction in bullying
behaviors 6.Improved organizational efficiency 7.Reduction in staff
turnover 8.Increased perception of teacher efficacy 9.Improved
Social Emotional competence
Slide 25
18,398 Number of Schools Implementing SWPBIS
Slide 26
Count of School Implementing SWPBIS by State August, 2012 13
States > 500 Schools Illinois Washington
Slide 27
Proportion of Schools Implementing SWPBIS by State August, 2012
Washington
Slide 28
Using Conference Sessions to Build PBIS Capacity Family
Engagement Targeted Interventions Classroom Management Cultural Fit
Family Engagement Universal Design Universal Screening and Progress
Monitoring Using Data Tier III Teams
Slide 29
~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION Check in/ Check out Targeted social skills
instruction Anger Management Social skills club First Step to
Success TERTIARY PREVENTION Function-based support Wraparound
Person-centered planning Check and Connect PRIMARY PREVENTION Teach
SW expectations Consistent Consequences Positive reinforcement
Classroom Systems Parent engagement Bully Prevention SECONDARY
PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Building A Plan
1.What do we already do well? 2.Where does this new idea fit in our
approach? 3.What is the outcome for students? 4.How would we put
this in place?
Slide 30
Implementing Beyond Tier I Building strategies that are
accessible, effective, and durable. Check-in/ Check-out &
Check/ Connect/ Expect Improve structure, feedback,
self-management, and family engagement. 50% reduction in problem
behavior for 67% of students. Function-based Individual Behavior
Support Planning Making FBA and BSP more accessible Sheldon Loman
Kathleen Strickland-Cohen
Slide 31
Implementing Durable SWPBIS
Slide 32
Leadership Team Active Coordination Funding Visibility
Political Support TrainingCoachingEvaluation Local School/District
Teams/Demonstrations Behavioral Expertise Policy Sugai et al.,
www.pbis.org
Slide 33
Scaling up School-wide Positive Behavioral Interventions and
Supports: The Experiences of Seven States with Documented Success
Rob Horner, Don Kincaid, George Sugai, Tim Lewis, Lucille Eber,
Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin
Sullivan, Cyndi Boezio, Nancy Johnson
ExplorationInstallationInitial ImpFull ImpInnovationSustainability
Leadership Team Funding Visibility Political Support Policy
Training Coaching Expertise Evaluation Demos
Slide 34
Exploration and Adoption InstallationInitial Implementation
Full Implementation Innovation and sustainability Leadership Team
(coordination) Do you have a state leadership team? If you do, how
was your first leadership team developed? Who were members? Who
supported/lead the team through the exploration process? Was any
sort of self- assessment completed (e.g. the PBIS Implementation
Blueprint Assessment)? What was the role of State agency personnel
in the exploration phase? What were critical issues that confronted
the team as it began to install systems changes? What were specific
activities the team did to ensure success of the initial
implementation efforts? Did the team change personnel or
functioning as the # of schools/districts increased? What has the
Leadership team done to insure sustainability? In what areas is the
State innovating and contributing to the research and practice of
PBIS (e.g. linking PBIS with literacy or math)?
Lessons Learned Multiple approaches to achieving scaled
implementation Colorado: Started with Leadership Team Illinois:
Started with Leadership Advocates and built team only after
implementation expanded. Missouri: Strong initial demonstrations
led to strong state support All states began with small
demonstrations that documented the feasibility and impact of
SWPBIS. Only when states reached 100-200 demonstrations did scaling
occur. Four core features needed for scaling: Administrative
Leadership / Support/ Funding Technical capacity (Local training,
coaching, evaluation and behavioral expertise) Local Demonstrations
of feasibility and impact (100-200) Evaluation data system (to
support continuous improvement) Essential role of Data: Fidelity
data AND Outcome data
Slide 43
Lessons Learned Scaling is NOT linear Sustained scaling
requires continuous regeneration Threats to Scaling: Competing
initiatives The seductive lure of the new idea Leadership turnover
Legislative mandates Fiscal constraint Regular Dissemination of
Fidelity and Impact data is the best protective factor for threats
to scaling
Slide 44
Lessons Learned Scaling requires planned efficiency The unit
cost of implementation must decrease as the number of adoptions
increases. Shift from external trainers to within state/district
trainers Use local demonstrations as exemplars Increased coaching
capacity can decrease investment in training Improved selection of
personnel decreases turnover and development costs Use existing
professional development and evaluation resources differently Basic
Message: The implementation practices that are needed to establish
initial exemplars may be different from the practices used to
establish large scale adoption. Jennifer Coffey, 2008
Slide 45
Summary Implementation at scale is possible Consider the
cluster of core features needed for scaling Admin support,
Technical capacity, 100-200 demonstrations Small demonstrations may
be necessary but insufficient Build in system for adapting the
program to fit the local context while retaining the core features.
Consider an implementation plan with established procedures for
improving efficiency of implementation Measure fidelity of
implementation as a part of effective practice. Sustained
implementation requires continuous regeneration Always emphasize,
measure and report on valued outcomes