the Presentation - Center for Behavioral Educational

Report
SWPBS
Implementation
Blueprint - revised
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Mar 25 2010
www.pbis.org
www.cber.org
www.swis.org
“Abbreviated” SWPBS History
1980s RTC
2001 OR
Beh Res Ctr
2002 PBIS-II
1988 PBS
2000 PBIS
TA Guide
2004 PBS
Impl Blue
May 2010
SWPBS
Train Blue
2007 SISEP
Mar 2010
SWPBS Impl
Blue
2008 PBIS-III
Jan 2010
SWPBS Eval
Blue
1991 Proj
PREPARE
1997 EBS
Demo
1998 PBIS-I
1997 IDEA-r
SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior
instruction model. 1992 Oregon conference monograph. Eugene, OR:
University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior
problems in general education settings: Assumptions, challenges, and
solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference
monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and
classroom management: Reconceptualizing the integration and
management of students with behavior problems in general education.
Education and Treatment of Children, 16, 361-381.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R.,
Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to
preventing antisocial behavior patterns among school-age children and
youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
1992
Colvin, G., & Sugai, G. (
). School-wide discipline: A
behavior instruction model. 1992 Oregon conference
monograph. Eugene, OR: University of Oregon.
Teach Behavior
School-wide
Precorrections
Positive Reinforcement
ODR Data
1993
Colvin, G., Kame’enui, E. J., & Sugai, G. (
). Schoolwide & classroom management: Reconceptualizing the
integration & management of students with behavior
problems in general education. Education & Treatment of
Children, 16, 361-381.
Project PREPARE
“Changing Teacher Behavior is Not Easy”
Instruction Approach to Problem Behavior
Team-based Action Planning
ODR Data
Project
PREPARE
~1992
1994
Sugai, G., & Horner, R. (
). Including students with severe
behavior problems in general education settings: Assumptions,
challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal
(Eds.). The OR conference monograph (Vol. 6) (pp. 102-120).
Eugene, OR: University of Oregon.
Behavioral Challenges v. EBD
Effective Behavioral Support
Educational, Behavioral, & Organizational
Capacity
All as Foundation for Some
Specialized Behavioral Expertise
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague,
1996
J. R., Bricker, D., & Kaufman, M. J. (
). Integrated
approaches to preventing antisocial behavior patterns
among school-age children and youth. Journal of
Emotional and Behavioral Disorders, 4, 193-256.
Schools important change agent
Universal screening of all
Coordinated 3-tiered prevention
Integrated evidence-based practices
ODR Data
“Early
Triangle”
(p. 201)
Walker, Knitzer,
Reid, et al., CDC
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Anger man.
Continuum of
Support for ALL
Prob Sol.
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
people
Dec 7, 2007
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Implementation Challenge
Selecting effective, efficient, relevant, durable
evidence-based solution
Establishing systems level infrastructure to support
scaled implementation of evidence-based solution
Arranging for accurate, sustained, & generalized
local implementation of evidence-based solution
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
1. Implementation is
Supporting
Interactive & Informing Student Behavior
2. Implementation involves stakeholders at
multiple levels
Student
Classroom
School
District
State
3. Implementation progresses through phases
1. Exploration
• Need, priority, agreements, resources, & outcomes
2. Demonstration
• Local adoption & implementation with fidelity,
outcome documentation, & visibility
3. Elaboration
• Adapted, accurate, & documented replication,
outcomes, & leadership support
4. Continuous Regeneration
• Systems adoption, implementation capacity,
durability, planned scale-up, progress monitoring, &
efficiency adaptations.
4. Sustainable Implementation requires
continuous regeneration
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
5. Implementation success based on
multiple criteria
EFFECTIVENESS
• Desired outcomes documented
EFFICIENCY
• Doable by local implementers
RELEVANCE
• Culturally & contextually appropriate
SUSTAINABILITY
SCALABILITY
DEFENDA BLE
• Lasting implementation & durable outcomes
• Transportable & generalizable
• Conceptually sound & theoretically logical
4 Main Data Concerns
Student outcomes
Practice selection
Practice implementation
Progress monitoring & systems integration
6. Implementation based on scalable evidencebased practices Horner, 2010
Has convincing functional relationship been documented experimentally between practice & desired
outcome?
Has effectiveness of practice been replicated across similar populations &contexts?
Has practice been implemented effectively, accurately, efficiently, &durably by real or local users?
Does practice have sufficient scope to affect multiple educational outcomes?
Are measurable benchmarks specified to assess student outcomes?
Do local implementers consider practice to have high social & educational acceptability & value?
Is practice described w/ sufficient detail for high implementation accuracy & fluency?
Are systems specified for quality professional development & sustained & scalable implementation
“Is SWPBS evidencebased practice?”
Horner, R. H., Sugai, G., & Anderson,
C. M. (in press). Examining the
evidence base for school-wide
positive behavior support. Focus on
Exceptionality.
www.pbis.org
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
SCHOOL-WIDE
CLASSROOM
1.Leadership team
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
7. Practices must be implemented with integrity
Sanetti & Kratochwill, 2009
Is practice being implemented as designed & tested?
Are individual practice components emphasized & implemented as
recommended?
Can practice be modified based on local data & context without affecting
intended outcomes?
Are implementation integrity procedures & tools available?
Are implementation ceilings &/or floors for maximizing practice outcomes
recommended by developers?
Is amount of implementation adaptation or change that can be made w/o
affecting outcomes?
Are procedures for implementers to receive implementation feedback on
regular basis?
Are adaptations for accommodating context factors (e.g., language,
cultural/ethnic customs, community values) available?
8. Policy & practice inform each other
Fixsen & Blase, 2007
9. Implementation is systemic
Establish a visible, effective, efficient, & functional leadership team.
Review existing information/data.
Analyze, describe, & prioritize issue w/in context.
Specify measurable outcome that is related directly to issue & context..
Select evidence-based practice to achieve specified outcome.
Provide supports for accurate adoption & sustained implementation.
Monitor practice implementation & progress toward outcome.
Modify practice implementation based on analysis of progress data.
10. Implementation decisions based on student
responsiveness to intervention
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
11. Implementation is team-based, strategic
action planning process
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
SWPBS Implementation Blueprint www.pbis.org
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
User’s Quick Access Guide
Dean Fixsen
Karen Blase
UNC
Blueprint Self-Assessment
Blueprint Blueprint Planning Tool
Leadership Team
1. Multi-school & district capacity
2. Membership representation
3. Blueprint self-assessment
4. Three-five year action plan
5. Regular meeting schedule
6. Coordinator
7. Implementation team
8. Evaluator
9. Decision making authority
Training
22. Evidencebased
practices &
professional
development
23. Plan for local
training
capacity
24. Plan for
continuous
regeneration
Coaching
25. Local &
regional
coaching
network
26. Monthly (new)
& quarterly
(established)
coaching
27. Internal &
external
coaching
functions
Evaluation
Expertise
28. Implementation 33. At least 2
evaluation
individuals w/
process &
SWPBS
schedule
systems
expertise
29. School based
data system
34. Individuals w/
behavioral
30. District/state
expertise
systems
evaluation
35. Academicbehavioral
31. Dissemination
expertise
of annual
report
36. Process &
organizational
32. Quarterly
expertise
celebration &
acknowledgement of
accomplishments &
outcomes
CT Training
Capacity
Feb 2010
See PBIS Training Blueprint
Funding
Visibility
10. Three years
stable
district/state
funding
12. Dissemination
strategies to
inform
stakeholders
11. Assessment &
Integration of
organizational
resources
13. Quarterly &
public
acknowledgem
ents
Political
Support
Policy
14. Social behavior 17. Endorsed
in top 3
SWPBS policy
priorities
statement
15. Annual
leadership
report to
political unit
18. Written
procedural
guidelines &
agreements
16. State chief
participation &
support
19. Semi-annual
outcome
review to
inform policy
20. Cross-initiative
audit of
implementation
integrity
21. Action plan for
integrated
implementation
Local School/District
Implementation Demonstration
37.At least 10 local school
demonstrations of SWPBS
process & outcomes
38.At least 2 districts/regional
demonstrations of system-level
leadership teams (25% of
schools)

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