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Enhancing Student Success through Positive Behavioral Interventions and Supports (PBIS)

This document outlines the essential role of Positive Behavioral Interventions and Supports (PBIS) in schools for improving both academic and social outcomes. It highlights longstanding effective behavioral interventions and the importance of accurate implementation by real implementers. Key components include systematic prevention strategies tailored to student needs, from universal interventions for all students to targeted supports for at-risk individuals. Sustained high-fidelity PBIS implementation correlates with significant positive trends in student outcomes, improved school climates, and reduced behavioral issues.

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Enhancing Student Success through Positive Behavioral Interventions and Supports (PBIS)

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  1. IL PBIS 2008: Leadership Lucille, Holly, Kelly, Diane, Brandi, Seth, Rob & George OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut August 4, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

  2. BIG IDEAS • Long history of effective behavioral interventions exists • PBIS practices & systems related to improved academic & social behavior outcomes • Accurate implementation possible by real implementers Optimism • National priority & visibility • Research-based practices & policy • Guided systemic implementation - sustainability & scaling • Continuous research & technical assistance

  3. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

  5. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  6. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

  7. VIOLENCE PREVENTION? • 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) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

  8. 90-School StudyHorner et al., in press • Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity • Fidelity SWPBS is associated with • Low levels of ODR • .29/100/day v. national mean .34 • Improved perception of safety of the school • reduced risk factor • Increased proportion of 3rd graders who meet state reading standard.

  9. Project Target: Preliminary FindingsBradshaw & Leaf, in press • PBIS (21 v. 16) schools reached & sustained high fidelity • PBIS increased all aspects of organizational health • Positive effects/trends for student outcomes • Fewer students with 1 or more ODRs (majors + minors) • Fewer ODRs (majors + minors) • Fewer ODRs for truancy • Fewer suspensions • Increasing trend in % of students scoring in advanced & proficient range of state achievement test

  10. 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 Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  11. RtI

  12. RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

  13. Quotable Fixsen • “Policy is • Allocation of limited resources for unlimited needs” • Opportunity, not guarantee, for good action” • “Training does not predict action” • “Manualized treatments have created overly rigid & rapid applications”

  14. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  15. RtI Application Examples

  16. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

  17. National ODR/ISS/OSS July 2008

  18. SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs

  19. July 2, 2008

  20. July 2, 2008

  21. Sustaining Change • Know your basics • Implement with fidelity • Give priority to what matters • Know your outcomes • Integrate for efficiency • Build durable capacity

  22. Summary Notes • Demonstrations – Implementation sustainability • Formalizing family engagement & support • Sustainability involves recognition • Measurable definitions to enable evaluation of time use

  23. Tertiary Demonstrations Interagency – Establishing demos • Specific direction for multiple players/sites • Work w/ existing structures/resources

  24. School/Family/Community Partnerships - Engagement • Driven by stakeholders • Self-assessment & existing structures • Thinking long term with measurable benchmarks

  25. Fiscal – Implementation costs • Enhancements for ease of use • Retest before distribution • Cost data summaries are useful

  26. Related Initiatives - Coaching • Identify what exists & common ground (SIP) • Integrate around outcomes & need data • Generic functions

  27. Political Support/Visibility – National legislation • Nonpartisan approach • Promoting policy through best practice & examples • Targeting small # of powerful influential advocacy groups

  28. Overall • “Working Smarter” – Is “it”…. • Effective • Efficient • Relevant • Durable • Scalable

  29. RtI as umbrella for academic & behavior • Integration for predictability, efficiency, & continuous regeneration • Family engagement metric & continuum of evidence-based practices (RtI)….metric directly outcome linked

  30. Model/demonstrate before promoting • Research-Practice-Policy • Precorrect-prevent, teach, acknowledge, & reinforce at systems level

  31. Organization Common Vision ORGANIZATION MEMBERS Common Experience Common Language

  32. Sr+ • Striving for common vision, language, & routine • Using data & outcome driven decisions • Sticking w/ what works • Modeling what you want to see • Acknowledging & showcasing accomplishments • Staying connected to student outcomes

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