Evidence-based Practices:A Technical Assistance Perspective

Lou Danielson, Chair

Brian Cobb, Susan Sanchez, Kathleen Lane, Rob Horner

www.pbis.org

What is School-wide Positive Behavior Support?

School-wide PBS is: A systems approach for establishing the social culture and

behavioral supports needed for a school to be an effective learning environment for all students.

Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

Current Status Implementation of School-wide PBS as of

July 1, 2007 : 6073 Schools across 38 states

Pre-KPreschool

K-6Elementary

6-9Middle

9-12High School

Alt/JJAlternative

127 3674 1345 641 286

Technical Assistance Approach 2 Year model of TA, with emphasis on local

capacity building (coaching, training) “Readiness” criteria (school, district, state) Curriculum (process): pbismanual.uoecs.org

(manual) Process measures

Research Quality (SET); Self-Assessment (TIC) Outcome measures

Office discipline referrals (ODR) Literacy and academic scores (DIBELS, State Tests)

Lessons Learned in Providing Technical Assistance Practices Systems Implementation Process Sustainability

Defining a “Practice” A “practice” is a procedure, or set of procedures,

designed for use in a specific context, by individuals with certain skills/features, to produce specific outcomes for specific individuals.

Operationally defined procedures Target population/ Context Implementer Characteristics Defined outcomes

Are these “practices?” Whole Language Reading Instruction Positive reinforcement Inclusion IDEA Discrete trial training Generalization Positive behavior support Functional analysis Applied behavior analysis

Are these “practices?” Whole Language Reading Instruction Positive reinforcement Inclusion IDEA Discrete trial training Generalization Positive behavior support Functional analysis Applied behavior analysis

Disseminating Evidence-based Practices Evidence-based is not enough

In addition to the features of the practice: define what outcomes, when/where used, by whom, with what target populations, at what fidelity?

The innovative practice needs to not only be evidence-based, but dramatically easier and better than what is already being used.

The practice should be defined conceptually as well as procedurally, to allow guidance for adaptation.

Systems Implementing practices without sustaining

systems is ineffective and inefficient. What are “readiness” criteria needed for

successful implementation? What are policies, personnel requirements,

timelines, funding, data systems needed?

Importance of focusing on systems at the beginning of TA process.

Implementation Process

Never stop doing what already works.

Implement the smallest change that produces the largest effect (in multiple iterations).

Never introduce something new without indicating what you will stop doing to free up the time/resources for the new innovation

Design implementation to encourage local adaptation Formalize the assessment and development of “contextual fit”

Implementation Process Build implementation processes at multiple

levels School, district, and state level… Depth of implementation (primary, secondary,

tertiary) Adjust implementation process as scale of

implementation increases.

Practices Systems

School District State

Implementation Process Use “process” measures AND “outcome”

measures. Make the measures both of research-quality…

AND have self-assessment measures that are easy/inexpensive.

Provide direct support at the site of student involvement

Coaches at school

Sustainability TA should start with emphasis on

sustainability Don’t invest in TA of practices/systems that will last

less than 10 years.

Continuous regeneration Implement Evaluate Adapt

Using Data for Active Decision-making