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Maximizing SWPBS Sustainability & Implementation Fidelity: Basics

Maximizing SWPBS Sustainability & Implementation Fidelity: Basics. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 14 2011 www.pbis.org www.scalingup.org www.cber.org. PURPOSE

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Maximizing SWPBS Sustainability & Implementation Fidelity: Basics

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  1. Maximizing SWPBS Sustainability & Implementation Fidelity: Basics George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 14 2011 www.pbis.orgwww.scalingup.orgwww.cber.org

  2. PURPOSE Consider factors associated with accurate, fluent, & durable PBIS implementation

  3. “Notes to Self”

  4. PURPOSE Consider factors associated with accurate, fluent, & durable PBIS implementation

  5. “BIG PICTURE”

  6. SWPBS Implementation “Infidelity”

  7. 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 thanexposure, practice, & enthusiasm.”

  8. 4 “Big Idea” Basics

  9. 4 “Big Idea” Basics

  10. Basic #1 Foundational basics

  11. Basic #1A Invest in prevention

  12. Redesign of teaching environments…not students

  13. Basic #1B Emphasize implementation framework, not curriculum

  14. SWPBS (aka PBIS/RtI) is Framework

  15. Basic #1C Integrate outcome, data, practices, & systems

  16. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  17. Basic #1D Label behavior & intervention….not person

  18. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

  19. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

  20. Continuum of Support for ALL “Theora” Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

  21. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

  22. Basic #2 W/in effective & efficient implementation framework, differentiate academic & behavior support

  23. Basic #2A Adopt doable implementation “blueprint” or approach

  24. Implementation Levels State District School Classroom Student

  25. www.scalingup.org Dean Fixsen Karen Blase UNC

  26. SWPBS Implementation Blueprint www.pbis.org

  27. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

  28. Basic #2B Embed “Response-to-Intervention” logic & principles

  29. RtI

  30. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • 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 • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

  31. Responsiveness to Intervention

  32. Continuum of Support for ALL “IFB School” Literacy School Climate Technology Numeracy Social Studies Writing Attendance Specials Science Align supports Dec 7, 2007

  33. Ex: Less time to do more 19 (11%) fewer inst. days

  34. 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. Specials Science Align supports Dec 7, 2007

  35. Student Behavior Teacher Practice CONTEXT or SETTING Continua of Responsiveness & Support District Operations School Reform

  36. Basic #2C Integrateliteracy & behaviorimplementation & supports

  37. Elementary School Suspension Rate PBIS in Virginia

  38. Elementary School Improvements in behavior can be associated with improvements in academic outcomes PBIS in Virginia

  39. Bob Algozzine NC Positive Behavior Support Initiative Schools w/ Low ODRs & High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students PBIS in North Carolina

  40. 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.

  41. “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.

  42. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

  43. Basic #2D Align professional development & support with implementation phase

  44. Where are you in implementation process?Adapted from Fixsen & Blase, 2005

  45. Basic #3 Invest in accurate, fluent, & relevant implementation of evidence-based practices

  46. Basic #3A Implement evidence-based practice with fidelity

  47. Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

  48. Maximum Student Benefits Fixsen & Blase, 2009

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