school-wide positive behavioral interventions and supports (swpbis): coaching for effective...
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School-wide Positive Behavioral Interventions and Supports (SWPBIS): Coaching for Effective Implementation
Rob HornerUniversity of Oregonpbis.org uoecs.org
GoalsCurrent status of SWPBIS
nationallySWPBIS in KentuckyCoaching
Who When How Why
Lessons Learned
PurposeThe purpose of SWPBIS is to
make schools more effective learning environments for all students.
A Concern
We are narrowing the vision of education in the United States.
School-wide Positive Behavioral Interventions and Supports (SWPBIS)
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity
What is School-wide Positive Behavioral Interventions and Support?
School-wide PBIS is:◦ A systems framework for establishing the social
culture and behavioral supports needed for a school to be an effective learning environment (e.g. academic and behavior) for all students.
Evidence-based features of SWPBIS◦ Prevention◦ Define and teach positive social expectations◦ Acknowledge positive behavior◦ Arrange consistent consequences for problem
behavior◦ Classroom linkage of behavioral and academic
supports◦ On-going collection and use of data for decision-
making◦ Continuum of intensive, individual intervention
supports. ◦ Implementation of the systems that support effective
practices
• SWPBIS is a multi-tiered Framework
NOT a specific Curriculum
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Sobering Observation
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."
R. Spencer Darling
Business Expert
Rise in Incidence of Autism
Reduction in Incidence of Mental Retardation and
Learning Disabilities
The Oregon Department of Education has released graduation rates for all public high schools.
Nearly one-third of all high school students don't receive a diploma after four years of study.
by Betsy Hammond,
The Oregonian Monday June 29, 2009,
Systems ChangeEffective practices produce
effective outcomes only within effective systems
We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.
The challenge of too many initiatives
Early Intervention Literacy
Math
Wraparound
Positive Behavior SupportFamily Support
Response to Intervention
Equity
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Alignment for Systems change
Literacy
Wraparound
Math
Family Support
Behavior Support
ALI
GN
MEN
TEarly
Intervention
Resp
on
se t
o
Inte
rventi
on
/Pre
ven
tion
Student Outcomes
Primary Prevention
Universal Screening
Multi-tiered Support
Early Intervention
Progress Monitoring
Systems to support
practices
SYSTEMS
PRACTICESDAT
A
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence, Academic Achievement and Safety
SupportingDecisionMaking
School-wide PBIS
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
K
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement• School-wide Bully Prevention
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Reading
Behavior
Math
Health
Six Basic Recommendations for Implementing PBIS
Never stop doing what already works
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals Do a small number of things well Define what you will do with operational
precision
Do not add something new without also defining what you will stop doing to make the addition possible.
Six Basic Recommendations for Implementing PBIS
Collect and use data for decision-making Fidelity data: Are we doing what we said we would
do? Impact Data: Are we benefiting students?
Adapt any initiative to make it “fit” your school community, culture, context.
Families Students Faculty Fiscal-political structure
Establish policy clarity before investing in implementation
The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.
Adopted September 12, 2006
Michigan State Board of Education Positive Behavior Support Policy
…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.
Number of Schools Implementing SWPBIS since 2000
00 01 02 03 04 05 06 07 08 09 2010 2011 20120
2000
4000
6000
8000
10000
12000
14000
16000
1800017,123 Schools
Count of School Implementing SWPBIS by State
August, 2011
Alab
ama
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ka
Ariz
ona
Arka
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Calif
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a
Colo
rado
*
Conn
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ut
Del
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Flor
ida*
Geo
rgia
Haw
aii
Idah
o
Illin
ois
Indi
ana
Iow
a*
Kans
as*
Kent
ucky
Loui
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a*
Mai
ne
Mar
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d*
Mas
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Min
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Mis
sour
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Mon
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*
Neb
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Ham
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New
Jers
ey*
New
Mex
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New
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Nor
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Nor
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Ohi
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Penn
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400
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12 States > 500 Schools
IllinoisKentucky
Proportion of School Implementing SWPBIS by State
August, 2011
Alab
ama
Alas
ka
Ariz
ona
Arka
nsas
Calif
orni
a
Colo
rado
*
Conn
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Del
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Flor
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Geo
rgia
Haw
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Idah
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Illin
ois
Indi
ana
Iow
a*
Kans
as*
Kent
ucky
Loui
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a*
Mai
ne
Mar
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d*
Mas
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Mic
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n
Min
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Mis
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Mon
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*
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Nev
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New
Ham
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New
Jers
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New
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New
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Nor
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Nor
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1
Kentucky
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 group-randomized 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.
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
Experimental Research on SWPBIS• Reduced problem behavior• Improvements in academic achievement
• Enhanced perception of organizational
health & safety• Improved school climate• Reductions in teacher’s reports of bullying
behavior• Improved social emotional functioning
• Improved teacher effectiveness
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.
Algozzine, R., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesn’t matter what comes first. Insights on Learning Disabilities, 9(1), 7-36.
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.
Academic-Behavior Connection• Achieving Academic Success involves
creating a positive school climate.
• The importance of a positive school climate is
greater for those students at risk for
academic failure than for those not at risk.
• Building a positive school climate without
delivering high quality instruction will be
insufficient to achieve student academic
outcomes.
Using PBIS to AchieveQuality, Equity and Efficiency
QUALITY: Using what works; Linking Academic and Behavior Supports◦ North Carolina (valued outcomes)◦ Michigan (behavior and literacy supports)◦ Commitment to Fidelity Measures◦ Building functional logic/ theory/ practice (Sanford)
EQUITY: Making schools work for all◦ Scott Ross◦ Russ Skiba◦ Vincent, Cartledge, May & Tobin◦ Bully prevention
EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.◦ Using teacher and student time better.◦ Dean Fixsen/ Oregon Dept of Education
Coaching within SWPBISA Context for CoachingCoaching Defined (What is it?)The Outcomes of Coaching
(Why?)Who/When/ How
© Fixsen & Blase, 2008
Performance Assessment (fidelity)
Coaching
Training
Selection
Effective PBISImplementationC
ompet
ency
Drive
rs
Com
pet
ency
Drive
rs
Systems Intervention
Facilitative Administration
Decision Support Data System
Org
anization
Drivers
Org
anization
Drivers
AdaptiveTechnical
Leadership DriversLeadership Drivers
Implementation Drivers
Reliable Student Benefits
Coaching DefinedCoaching is the active and iterative delivery of:
◦ (a) prompts that increase successful behavior, and ◦ (b) corrections that decrease unsuccessful
behavior.◦ (c) problem solving to adapt core concepts and
practices to the local context.
◦Coaching is done by someone with credibility and experience with the target skill(s)
Knowledge of SWPBIS, Knowledge of Behavioral Theory
◦Coaching is done on-site, in real time ◦Coaching is done after initial training
Coaching is NOT training
◦Coaching is done repeatedly (e.g. monthly)◦Coaching intensity is adjusted to need
Outcomes of Coaching School team improves Precision and Fluency with
SWPBIS skills developed during training
PBIS procedures are Adapted to fit local contexts and challenges
Increased fidelity of overall SWPBIS implementation
Rapid redirection from miss-applications
Team improves Problem Solving ◦ Especially use of data for problem solving
Improved Sustainability Most often due to ability to increase coaching intensity at critical
points in time.
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95%
95%Joyce & Showers, 2002
0
1
2
3
4
5
6
7
Sep Oct Nov Dec J an Feb Mar Apr May
Avg
. R
efer
rals
per
Day
05-06 06-07
Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month
Coach goes on leave
0
1
2
3
4
5
6
7
Sep Oct Nov Dec J an Feb Mar Apr May
Avg
. R
efer
rals
per
Day
05-06 06-07
Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month
Coach returns from leave
Coach goes on leave
Coaching vs. TrainingCoaching involves active
collaboration and participation, but not group instruction.
◦Small group◦Build from local competence◦Sustainable
Who should be a coachCoaching Competencies
Necessary Preferred
Knowledge about SWPBIS core features
Able to attend team meetings at least monthly (Time)
Ability to attend coaches meetings/ work with leadership team
Knowledgeable about school operating systems
Participate in team training
Knowledgeable about SWPBIS Fidelity and Outcome Measures
Knowledge about behavioral theory and behavior support practices (universal, targeted, individual)
Skilled in collection and use of data for problem solving and decision-making.
Defined organizational role * The job description, and authority to match the responsibility
Activity: Rate your current skills/knowledgeTrainer Core Requirements Current Self-Assessment
Low High
Knowledge about SWPBIS Tier I (School-wide expectations) Tier II (CICO, First Step, Study Skills, etc.) Tier III (FBA, BSP, Wraparound, Mental Health)
1 2 3 4 51 2 3 4 51 2 3 4 5
Experience with Team Imp (stages) 1 2 3 4 5
Coordination with Leadership Team 1 2 3 4 5
Use of Assessment and Evaluation Data (Using data for decision making)
1 2 3 4 5
Knowledge of School Systems 1 2 3 4 5
Time/Availability/ Professional Connections
1 2 3 4 5
What Coaches DoWork with team during initial SWPBIS training
Meet with new teams monthly on-site until they meet Tier I criterion
Telephone/email contact as needed (with on-going teams)
Pre-correct Self-assessment (EBS Survey, Team Checklist, BoQ, MATT) Action planning Activity implementation On-going evaluation
School self-evaluation efforts State-wide Initiative evaluation efforts (SET)
Guide State-wide initiative Feedback to Taskforce/ Leadership Team
Commitment of CoachesTeam Support
◦ First Year (1-5 teams) (participate in training and planning)
◦ Second Year (Maintain initial teams, start 3-5 new teams)
◦ Future Years (10-15 teams total)FTE commitment
◦ 20-50%Roles/Background
◦ Behavior Specialists, Special Education Teachers
◦ Consultants, Administrators◦ School Psychologists, Counselors, Social
Workers
Guiding Principles for Effective Coaching
Build local capacity Become unnecessary…but remain available
Maximize current competence (action planning)
Never change things that are working Always make the smallest change that will have the biggest impact
Focus on valued outcomes Tie all efforts to the benefits for children
Emphasize Accountability Measure and report; measure and report; measure and report.
Build credibility through: (a) consistency, (b) competence with behavioral
principles/practices, (c) relationships, (d) time investment.
Pre-correct for success
Sustainability/ ScalingAcknowledge that there are
Stages of Implementation
School Level
Implementation Takes
Time: 2 – 4 Years
EXPL
ORATIO
N
INST
ALLA
TIO
N
IN
ITIA
L
IMPL
EMEN
TATI
O
N
FULL
IMPL
EMEN
TATI
O
N
Sages of ImplementationHow long at a district level?
How long at a state level?How long at a national level? Fixsen & Blase 2012
SummarySWPBIS is effective, possible and scalable
Coaching is a core function within SWPBIS implementation
Coaching makes a difference
Coaching involves a complex set of skills Each of us should be able to identify the next set of
coaching skills we are developing.
Coaching affects: Initial implementation Sustained implementation Scaling of SWPBIS implementation