Sustained Implementation of School-wide PBIS for All Students - PowerPoint PPT Presentation

Sustained Implementation of School-wide PBIS for All Students

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

Aug 4, 2010

www.pbis.org www.pbisillinois.org www.scalingup.orgwww.swis.org

PURPOSE

Provide suggestions for maximizing accurate AND sustained implementation of SWPBS continuum for all students

• Problem Statement
• 6Questions to Consider

“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.”

Maximum Student Benefits

Fixsen & Blase, 2009

Organizational capacity for & documentation of

• Durable results with
• Accurate implementation (>90%) of
• Evidence-based practice across desired
• Context over
• Timew/
• Local resources &
• Systems for continuous regeneration

Start

w/

What Works

Focus on Fidelity

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

YES NO ?

• 1. Do you remember that SWPBS is more than just interventions & practices?

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

RtI

23

Behavior Continuum

Academic Continuum

RTI

Integrated Continuum

Mar 10 2010

23

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

Continuum of Support for ALL

Math

Science

Spanish

Reading

Soc skills

Soc Studies

Basketball

Label behavior…not people

Dec 7, 2007

Continuum of Support for ALL

Anger man.

Prob Sol.

Ind. play

Adult rel.

Attend.

Coop play

Peer interac

Label behavior…not people

Dec 7, 2007

17

SWPBS

Practices

School-wide

Classroom

• Smallest #
• Evidence-based
• Biggest, durable effect

Family

Non-classroom

Student &

Family

ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

~5%

~15%

• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

~80% of Students

YES NO ?

• 2. Can you describe your organization’s SWPBS implementation approach?

www.scalingup.org

Dean Fixsen

Karen Blase

UNC

SWPBS Implementation Blueprint

www.pbis.org

YES NO ?

3. Does your implementation approach consider SWPBS stages of implementation?

2 – 4 Years

Implementation occurs in stages:

• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

YES NO ?

• 4. Does your SWPBS implementation approach give highpriority to implementation accuracy & student outcomes?

“Treatment integrity is extent to which essential intervention components are delivered in comprehensive & consistent manner by interventionist trained to deliver intervention” Sanetti & Kratochwill, in press.

Adapted

YES NO ?

• 5. Does your implementation approach have resource utilization plan forscaled SWPBS implementation?

Are outcomes measurable?

Sample Teaming Matrix

Are outcomes measurable?

YES NO ?

• 6. Does your implementation approach have continuous measurement system for decision making?