School-wide Positive Behavior Supports: Where’s

the Analysis?George Sugai

OSEP Center on PBISCenter for Behavioral Education & Research

University of ConnecticutFeb 17 2010

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

Alternate Subtitles• “Taking Behavioral

Technology to Scale in Schools”

• “Supporting Effective Classroom & School Behavioral Organizations”

• “Establishing Sustainable Behavioral Capacity”

• “Be True to Your School”

• “Confessions of a Behavior Analyst”

• “What Would Rob Say?”

Purpose

Features of SWPBS

Framework

SWPBS Shaping Features

ABA Foundations of SWPBS

Observations & Directions

Technology not implemented w/ accuracy, fluency, or durability

Technology is not fully embraced

Effective applied technology exists

Behavior management is concern in schools

Context

What does behavior analyst do

when organism isn’t responding!

1. Analyze behavior in context

2. Modify environment based on

assessment

3. Monitor responsiveness

Longstanding P.S. Challenges

6

Reactive, “get-tough”

management• Exclusionary

consequences• Limited social

skills instruction• Not assessment

based• Not evidence-

based• Label & change

kid•

Non-data-based decision making

• Poor intervention selection

• Poor fidelity of implementation

• Poor progress monitoring

• No data-decision rules

• Non-function-based decisions

•

Ineffective/Inefficient

organizations• Lack of

common language

• Limited predictability

• Poor outcome indicators

• Programmatic discontinuity

• Poor resource utilization

•

Limited conceptual framework

• Non-behavioral

• No explanatory mechanism

•

SWPBS FoundationsColvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.

Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.

Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.

Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.

Teach Behavior: Est. Stim Cont

School-wide as Context: Org. Beh.

Precorrections: Antecedent Manipulations

Performance Feedback: Pos. Reinf.

Discipline Referrals: Data Dec. Making

COMPETING CONTINGENCIES

Technicalv.

Applied Language

Directv.

Indirect Measure

Organismv.

Organization

Science v. Implementation

PROFESSIONAL CHALLENGE:“Being respectful of your mentors” & “Being true to your school….”

Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide & classroom management: Reconceptualizing the integration & management of students with behavior problems in general education. Education & Treatment of Children, 16, 361-381.

“Changing Teacher Behavior is Not Easy”

Instruction Approach to Problem Behavior

Team-based Action Planning

ODR Data

Changing Adult Behavior: 3 Guiding Principles for Professional Development

1.“Change is

slow, difficult, gradual

process for teachers

2.“Teachers need to receive regular

feedback on student learning

outcomes”

3.“Continued support &

follow-up are necessary after initial training”

Guskey, 1986, p. 59

“Project PREPARE” Challenges

Establishing effective leadership behavior (interventionist)

Sustaining accurate & fluent intervention implementation

Responding to nonresponsive staff behavior

Continuous progress monitoring & intervention adjustments

Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The OR conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.

Behavioral Challenges v. EBD

Effective Behavioral Support

Educational, Behavioral, & Organizational Capacity

All as Foundation for Some

Specialized Behavioral Expertise

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.

Multi-tiered prevention framework

Schools as change agent

Universal screening

Continuous progress monitoring

Priority for evidence-based practices

SWPBSSCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORTS

Converging Influences

ABA1968

Applied Behavior Analysis

PBS1980s

Positive Behavior Support

PBIS1997

Positive Behavioral Interventions &

Supports1990s

Implementation Science

RtI1990s

Response-to-

Intervention

15

VIOLENCE PREVENTION

Positive predictable school-wide

climate High rates academic &

social success

Formal social skills

instructionPositive active supervision & reinforcement

Positive adult role models

Multi-component, multi-year school-family-community

effort

• 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)

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

“Early Triangle”

(p. 201)Walker, Knitzer,

Reid, et al., CDC

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

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

IntensiveContinuum of

Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Universal

Targeted

IntensiveContinuum 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• • • • • •

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

SCHOOL-WIDE1.1. 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

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Direct instruction for academic & social behavior

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly 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

Teaching directly in context

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – AthleticsRAH Practice Competitio

nsEligibility Lettering Team

TravelRespect Listen to

coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

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 home Morning Routine Homework Meal

Times In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Transfer of stimulus control

4 Data ConcernsStudent outcomes

Practice selection

Practice implementation

Systems integration

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

35

Maximum Student Benefits

Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.36

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

“New”

SWPBS

Analysis &

Support

“Culture & Cultural

Relevance”

“Bullying Behavior”

“DisproportionalityRestraint & Seclusion

Sustainability & Scaling-up

School Improvement & Reform

Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS

Emphasize overt observable behavior

Consider sets of behavior w/ similar function

Examine behavior in context

Specific relationship between behavior & context

Describe behavioral learning histories

Change context to change probability of behavior

What is “bullying?”

Remember

“Label behavior, not

people…’So, say, “bully

behavior”

Behavior

Verbal/physical

aggression, intimidation, harassment,

teasing, manipulation

Why do bully behavior?

Get/obtain

E.g., stuff, things, attention, status, money, activity, attention, etc.

Escape/avoid

E.g., same…but less likely

• Victim attention• Bystander attention• Self-delivered praise• Tangible access

Why is “why” important?

Teach effective, efficient, relevant alt. SS

Remove triggers of BB

Add triggers for alt.

SS

Remove conseq.

that maintain

BB

Add conseq.

that maintain

SS

PREVENTION

De-emphasis on adding consequence for problem behavior

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

• Implement SWPBS continuum w/ fidelity• Review SW data at least monthly

Step 1

• Modify implementation plan based on data• Implement modifications w/ fidelity

Step 2

• Monitor implementation fidelity• Monitor student progress & responsiveness• Modify as indicated by data

Step 3

Is Behavior an Issue?

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.

www.pbis.org

Implementation must be culturally responsive & shaped

Reconceptualizing Culture from Behavior Analytic Perspective for SWPBS

Emphasize overt observable behavior

Consider sets of behavior w/ similar function (response class)

Examine behavior in context

Specific relationship between behavior & context (antecedent & consequence events)

Describe behavioral learning histories (stimulus control)

Change context to change probability of behavior

Culture is the extent to which a group of individuals engage in overt & verbal behavior

reflecting shared behavioral learning histories, serving to differentiate the group from other

groups, & predicting how individuals within the group act in specific setting conditions.

That is, culture reflects a collection of common

verbal & overt behaviors that are learned &

maintained by a set of similar social & environmental

contingencies (i.e., learning history).

Emphasis is on applied settings with recognition

that group membership is (a) flexible & dynamic, & (b)

changed & shaped over time, across generations, & from one setting to another

Culturally & contextually relevant is used to describe & consider the unique

variables, characteristics, &

learning histories of students, educators, &

family & community members involved in

the implementation of SWPBS.

A major assumption is that effective

instructional practices & behavior &

classroom management

strategies exist (Horner, Sugai, &

Anderson, 2010), & consideration must be

given to culture & context