Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Swpbs past present future

•
•
I
i4ppis

This document provides an overview of School-Wide Positive Behavioral Interventions and Supports (SWPBS) including its history, key foundations, implementation framework, and future directions. It discusses 12 basics of SWPBS including investing in prevention, teaching and reinforcing positive behaviors, using an implementation framework, and making data-driven decisions. The document emphasizes implementing evidence-based practices with fidelity and integrating academic and behavior supports. It examines current SWPBS practices and systems to help guide the approach going forward.

1 of 83
SWPBS: Past, Present, & FutureGeorge SugaiOSEP Center on PBISCenter for Behavioral Education & ResearchUniversity of ConnecticutJune 25 2011www.pbis.org www.scalingup.org www.cber.org
PURPOSEExamination of current SWPBS practices, systems, & outcomes in context of early influences & future directionsKeynote overview: All
Follow-up: Administrators, coordinators, coaches, trainers, evaluators
Coaching: Administrators, coordinators, coaches, trainers, evaluators
Brief History
Foundations
Implementation
Example“Notes to Self”
Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
Brief PBIS History
Special Education & BD
“Abbreviated” SWPBS History
SWPBS Foundations
“Big Ideas” from Early Years
“Early Triangle”(p. 201)Walker, Knitzer, Reid, et al., CDC
Guskey, 1986, p. 59
SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)
“BIG PICTURE”
12 Basics
Basics
1. Invest in prevention
Redesign of teaching environments…not students
2. Teach, supervise, reinforce
2. NATURAL CONTEXT1. SOCIAL SKILLExpectations3. BEHAVIOR EXAMPLES
3. Emphasize implementation framework, not curriculum
SWPBS (aka PBIS/RtI) isFramework
TeamGENERAL IMPLEMENTATION PROCESS: “Getting Started”AgreementsData-based Action PlanImplementationEvaluation
4. Integrate outcome, data, practices, & systems
IntegratedElementsSupporting Social Competence &Academic AchievementOUTCOMES15SupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent Behavior
5. Invest in multi-tiered prevention logic
Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorCONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORTFEW~5% Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15% SOMEPrimary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings23ALL~80% of Students
23Continuum of Support for ALLFewSomeAllDec 7, 2007
Continuum of Support for ALL“Theora”MathScienceSpanishReadingSoc skillsSoc StudiesBasketballLabel behavior…not peopleDec 7, 2007
Continuum of Support for ALL:“Molcom”Anger man.Prob Sol.Ind. playAdult rel.Self-assessAttend.Coop playPeer interacLabel behavior…not peopleDec 7, 2007
Implementation Framework
6. Adopt doable implementation “blueprint” or approach
Implementation LevelsStateDistrictSchoolClassroomStudent
www.scalingup.orgDean FixsenKaren BlaseUNC
SWPBS Implementation Blueprintwww.pbis.org
7. Embed “Response-to-Intervention” logic & principles
RtI
Intensive, Individual InterventionsIndividual Students
Assessment-based
High IntensityIntensive, Individual InterventionsIndividual Students
Assessment-based
Intense, durable proceduresTargeted Group InterventionsSome students (at-risk)
High efficiency
Rapid responseTargeted Group InterventionsSome students (at-risk)
High efficiency
Rapid responseUniversal InterventionsAll students
Preventive, proactiveUniversal InterventionsAll settings, all students
Preventive, proactiveResponsiveness to InterventionAcademic SystemsBehavioral Systems1-5%1-5%5-10%5-10%80-90%80-90%Circa 1996
Responsiveness to Intervention
Continuum of Support for ALL“IFB School”LiteracySchool ClimateTechnologyNumeracySocial StudiesWritingAttendanceSpecialsScienceAlign supportsDec 7, 2007
Continuum of Support for ALL“District: Literacy”Trek E.S.Bianchi M.S.Jamis E.S.Masi H.S.Serrota E.S.Look M.S.Look M.S.Davidson M.S.SpecialsScienceAlign supportsDec 7, 2007
Teacher Practice Student BehaviorCONTEXTorSETTINGContinua of Responsiveness & SupportDistrict OperationsSchool Reform
8. Integrateliteracy & behaviorimplementation & supports
Elementary School Suspension RatePBIS in Virginia
Elementary SchoolImprovements in behavior can be associated with improvements in academic outcomesPBIS in Virginia
Bob AlgozzineNC Positive Behavior Support InitiativeSchools w/ Low ODRs & High Academic OutcomesProportion of Students Meeting State Academic StandardOffice Discipline Referrals per 100 StudentsPBIS in North Carolina
Academic-Behavior ConnectionAlgozzine, 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.
“Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.”Algozzine, Wang, & Violette (2011), p. 16.
23Behavior ContinuumAcademic ContinuumRTIIntegrated ContinuumMar 10 2010
9. Align professional development & support with implementation phase
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
10. Implement evidence-based practice with fidelity
Startw/What WorksFocus on FidelityDetrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Maximum Student BenefitsFixsen & Blase, 2009
RCT & Group Design PBIS StudiesBradshaw, 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), 100-115Bradshaw, 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.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.
Reduced major disciplinary infractions
Improvements in academic achievement
Enhanced perception of organizational health & safety
Improved school climate
Reductions in teacher reported bullying behavior11. Work smarter by doing a few effective things very well
Sample Teaming MatrixAre outcomes measurable?
17SWPBSPracticesSchool-wideClassroomFamilyNon-classroom Smallest #
Evidence-based
Biggest, durable effectStudent
Swpbs past present future
ESTABLISHING CONTINUUM of SWPBSTERTIARY PREVENTIONFunction-based support
Wraparound
Person-centered planningTERTIARY PREVENTION~5% ~15% SECONDARY PREVENTION Check in/out
Targeted social skills instruction

More Related Content

Swpbs past present future

Editor's Notes

  1. “Drowning Frogs”“Green to Yellow to Red” Cards“Full to partial to limited” privileges
  2. NOTICE GREEN GOES IS FOR “ALL”
  3. NOTICE GREEN GOES IS FOR “ALL”
  4. NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  5. NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  6. NOTICE GREEN GOES IS FOR “ALL”Baker, 2005 JPBI
  7. NOTICE GREEN GOES IS FOR “ALL”
  8. Research to Practice is dependent on good research.