PBIS Implementation Leadership and Culture

4/10/13
Role of Leadership & Culture
in PBIS Implementation
2012-2013 PBIS Leadership Academy
Montrose, CO
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 11 2013
www.pbis.org www.cber.org
PURPOSE
Describe important role of
leadership in effective, efficient, &
relevant PBIS implementation
Highlight a few topics: PBIS
basics, MTSS, culture, &
initiative braiding
Multi-tiered
Systems of
Support
Whole school or organization,
Data-driven,
Why PBIS?
Prevention-based framework for
Improving learning outcomes for
All students through
Layered continuum of
Evidence-based practices & systems
Effec4ve Organiza4ons
CO ORGANIZATION PBIS/MTSS = group of
individuals whose collective
behaviors are directed toward
common goal & maintained by a
common outcome.
Common
Language
PBIS CO
PBIS/MTSS
GOAL to create safe, respec0ul,
effec4ve, & relevant social
culture where successful
teaching & learning are
possible & problem behaviors
are prevented
B.F. Skinner, 1953, Science of Human Behavior
Common
Experience
Common
Vision/Values
Quality
Leadership
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Review of
Leadership
Prac8ces
Political
Funding Visibility Policy
Support
SWPBS
Implementation
Blueprint
www.pbis.org
Training
LEADERSHIP TEAM
(Coordination)
Coaching
Evaluation
Behavioral
Expertise
Local School/District Implementation
Demonstrations
1 million workers, 80,000 managers, 400 companies
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.
Business
Equipment & materials
Workforce employees
Supervisors & managers
Coop executive officer
Board of directors
Divisions & departments
Research & development
Consumers & customers
Education
Curriculum & supplies
Teachers & assistants
Principals & depart chairs
Superintendent
Board of education
Gr levels & acad depart
Professional development
Families, stdnts, & comm
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where
educators, students, family members, etc….
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their
efforts are important
8. See students/teachers/principals around them committed to
doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
To receive positive ratings on previous,
managers must do 4 things well:
When selecting someone, they select for talent…not
simply experience, intelligence, or determination.
When setting expectations, they define right
outcomes…not the right steps.
When motivating someone, they focus on
strengths…not on weaknesses.
When developing someone, they help him find right
fit…not simply the next rung on ladder. (p. 67)
Buckingham & Coffman 2002, Gallup
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4/10/13
Effective leaders engage in actions or
behaviors & establish working conditions that:
Emphasize setting clear goals
Develop strength qualities of teachers
Organize operation of school for success
Consider implementation phases, drivers, & processes
associated w/ utilization of effective teaching practice
Promote strengths, talents, & capacities of their workers
to achieve specific expectations & outcomes
Monitor & measure effects of their actions, decisions, &
policies w/relevant data
Integrating &
prioritizing
academic &
behavior supports
Establishing local
behavioral
expertise
Maximizing coaching
functions
Participating
actively on
leadership team
PBIS Leadership
Practices
Modeling use of
evidence-based
practices
Recognizing
student & staff
accomplishments
Using data for policy &
procedural decision making
Sugai, Horner, & Lewis, in press
What is
PBIS?
Booster Review
SWPBS is about….
Improving
classroom &
Integrating
academic &
behavior
initiatives
Improving
support for
students w/
EBD
school climate
Decreasing
reactive
management
Maximizing
academic
achievement
• 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)
PBIS
Multi-component,
multi-year schoolfamily-community
effort
Positive adult
role models
Positive
predictable
school-wide
climate
Safe &
Respectful
School Climate
(prevention)
Positive active
supervision &
reinforcement
High rates
academic &
social success
Formal social
skills instruction
(aka SWPBS) is
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
All students
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4/10/13
Decrease
development
of new
problem
behaviors
INCIDENCE
Prevention Logic for All
Prevention Objectives
Redesign of teaching environments…not students
Prevent
worsening &
reduce
intensity of
existing
problem
behaviors
PREVALENCE
Prevention Actions
Eliminate
triggers &
maintainers
of problem
behaviors
Add triggers
&
maintainers
of prosocial
behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Teach,
monitor, &
acknowledge
prosocial
behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
FEW
~5%
~15%
SOME
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive
Targeted
Few
Some
Continuum of
Support for
ALL
Intensive
Targeted
Writing
Science
Math
Spanish
Continuum of
Support
“Theora”
Comprehension
Soc skills
Decoding
Universal
All
Universal
Soc Studies
Technology
Basketball
Dec 7, 2007
Dec 7, 2007
Label behavior…not people
Universal
Intensive
Targeted
Coop play
Anger man.
Prob Sol.
Technology
Adult rel.
Self-assess
Ind. play
Attend.
Homework
Label behavior…not Dec 7, 2007 people
Continuum of
Support for
ALL:
“Molcom”
Peer interac
ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
••
Function-based support
••
Wraparound
••
Person-centered planning
••
••
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
Homework
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Supporting
Staff Behavior
Supporting Social Competence &
Academic Achievement
SYSTEMS
OUTCOMES
PRACTICES
Supporting
Student Behavior
DATA
Supporting
Decision
Making
RCT & Group Design PBIS Studies
Oct 16 2012
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 grouprandomized
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. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive
behavioral interventions and supports on child behavior problems. 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.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). 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.
Responsiveness to Intervention
• Reduced major disciplinary infractions
• Improvement in aggressive behavior,
concentration, prosocial behavior, & emotional
regulation
• Improvements in academic achievement
Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity
Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures
Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Enhanced perception of organizational health &
safety
Academic Systems
Behavioral Systems
• Reductions in teacher reported bullying behavior
& peer rejection
• Improved school climate
Universal Interventions
• All students
• Preventive, proactive
80-90% 80-90%
Universal Interventions
• All settings, all students
• Preventive, proactive
Circa 1996
Academic-Behavior Connection
Algozzine, 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).
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4/10/13
Stages of Implementation
Implementa8on
of evidence-­based
prac8ces
& systems
• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability
2 – 4
Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
Implementation Phase Big Ideas
Plan for sustainable local implementation capacity
Stages of Implementation
Focus Stage Description
Should we
do it
Exploration/
Adoption
Steve Goodman
Decision regarding commitment to adopting the
program/practices and supporting successful
implementation.
Monitor fidelity & progress continuously for
decision making & continuous regeneration
Establish implementation capacity at multiple
levels
Evaluate other & related initiatives & efforts
Getting it
right
Making it
better
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data systems,
conduct audit, develop plan.
Initial
Try out the practices, work out details, learn and
Implementation improve before expanding to other contexts.
Elaboration
Continuous
Improvement/
Regeneration
Expand the program/practices to other locations,
individuals, times- adjust from learning in initial
implementation.
Make it easier, more efficient. Embed within
current practices.
Implementation Lessons
VERIFIED NEED: All started slightly differently, but all had behavior
improvement as priority (leadership, funding, coordination, demonstrations)
DEMONSTRATION: All started small to ensure success of initial
demonstration of implementation
COORDINATION: All started with coordinator (advocate, leader,
“cheerleader”)
SCALING: Implementation acceleration triggered when 10-20% of
schools implementing
Reconceptualizing
Culture
DATA: Equal priority to implementation fidelity & student outcomes
LOCAL EXPERTISE: Localized expertise related to professional
development, coaching, evaluation
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4/10/13
Individual Learning
History & Context
5.
1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)
2. Summarize in 4 descriptors.
3. Describe how learning history affects how you describe & act on what you experience.
6.
“Students w/ disabilities are almost 2x as likely
to be suspended from school as nondisabled
Troubling findings
students, w/ the highest rates among black
children w/ disabilities.”
NYTimes, M. Rich Aug 7 2012
4.
3.
2.
1.
2.
1.
3.
4.
________________
Your Name
7.
8.
9.
10.
• 13% w/ v. 7% w/o
• 1 in 4 black K-12 students
High suspension correlated w/
• Low achievement
• Dropout
• Juvenile incarceration
Dan Losen & Jonathan Gillespie
Center for Civil Rights Remedies at UCLA
>1 Susp. 1 Year
• 1 in 6 black
• 1 in 13 Amer Indian
• 1 in 14 Latinos
• 1 in 20 Whites
Not correlated w/ race of staff
References
• Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Considera4on of
culture and context in School-­‐wide Posi4ve Behavior Support: A
review of current literature. Journal of Posi8ve Behavior
Interven8ons, 14, 209-­‐219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual
considera4on of culture and school-­‐wide posi4ve behavior support.
Journal of Posi8ve Behavior Interven8ons, 14, 197-­‐208,
10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-­‐
Bradway, J. (2011). Toward a conceptual integra4on of cultural
responsiveness and school-­‐wide posi4ve behavior support. Journal
of Posi8ve Behavior Interven8ons, 13, 219-­‐229.
Literature Review Summary
More experimental research needed
SWPBS promotes the most frequently recommended
strategies from descrip4ve literature
SWPBS can be adapted easily to diverse schools & cultural
norms
Fallon, O’Keeffe, & Sugai 2012
“What’s the mechanism?”
Learned &
purposeful
Biologically
influenced
Behavior
Analysis
Contextual or
environmental
Manipulable &
Teachable
What do behaviorists say about culture?
“No degree of knowledge
about the characteris4cs
of groups or cultures can
subs8tute for the analysis
of the ac4ons of a given
individual in their
historical & situa4onal
context because no two
members of any group are
socialized in exactly the
same way”
Hayes & Toarmino, 1995
“A culture
evolves
when
prac4ces…
contribute to
the success
of the
prac4cing
group in
solving its
problems”
Skinner, 1981
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4/10/13
Nothing is
inherently biased or
culturally irrelevant
about prac4ces &
systems PBIS
implementa4on.
Early Conclusion…
However, we can
improve kid outcomes
by making those
prac4ces & systems
more reflecFve of
norms, expectaFons,
& learning histories of
kids & family,
community & staff
members
Culture =
Flexible, dynamic, &
changed/shaped
Group of individuals over 4me & across
genera4ons &
sejng.
Overt/verbal behavior
Collec4on of
learned behaviors,
Shared learning history maintained by
similar social &
environmental
Differen4ates 1 group from others con4ngencies
Predic4ng future behavior
Sugai, O’Keeffe, & Fallon 2012
Sugai, O’Keeffe, & Fallon 2012
Supporting
Staff Behavior
Supporting Social Competence &
Academic Achievement
OUTCOMES
SYSTEMS
DATA
PRACTICES
Supporting
Decision
Making
SWPBS &
Cultural
Responsive
Prac4ces
Vincent, Randall,
Cartledge, Tobin, &
Swain-­‐Bradway
2011
Supporting
Student Behavior
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
OUTCOMES
JUST AN IDEA: Assessing Culture Considerations
SWPBS
Feature
Culturally Valid
Data
Culturally
Equitable
Outcomes
Culturally
Knowledgeable
Systems
Culturally
Relevant
Practices
Supporting
Culturally
Knowledgeable Staff
Behavior
SYSTEMS
DATA
Supporting
Culturally Valid
Decision Making
SW expectations
SW
acknowledgements
Problem behavior
definitions &
consequences
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
PRACTICES
Classroom
management routines
2 1 0
2 1 0
2 1 0
2 1 0
Data decision making
rules & procedures
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Supporting Culturally Relevant Evidencebased
Interventions
2 1 0
2 1 0
2 1 0
2 1 0
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4/10/13
Start w/
effec4ve,
efficient, &
relevant,
doable
Cultural/Context
ConsideraFons
SYSTEMS
DATA
PRACTICES
Basic
“Logic”
Implementation
Fidelity
Maximum
Student
Outcomes
Prepare &
support
implementa4on
Training
+
Coaching
+
Evaluation
Improve “Fit”
9