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11/3/13
1
Working Smarter by
Inves3ng in Implementa3on
Science George Sugai
ACKNOWLEDGEMENT: Karen Blase, Renee Bradley, Dean Fixsen,
Steve Goodman, Rob Horner, Tim Lewis, Kent McIntosh
Making ConnecKons Conference 2013 Richmond, BriKsh Columbia
University of ConnecKcut
Center on PosiKve Behavioral IntervenKons & Supports Center for Behavioral EducaKon & Research
4 Nov 2013
www.pbis.org www.cber.org 12:45-2:00
PURPOSE
Describe how im
plementaKon science
might help us make beW
er decisions
about what we a
re doing, what w
e
should be doing,
& what we are b
eing
asked to do
School reform &
whose at the table
1. Defendable theory of ac3on
2. Mul3-‐3ered approach
3. Integra3on of academic &
behavior supports & success
4. Implementa3on considera3ons
Working smarter to address school reform challenge
The “Table” or Problem Context
School violence Under-‐
achievement
Suspension &
expulsions
Disability
DisproporKonality & Equity
Restraint & seclusion
Bullying School
compleKon & dropping out
Delinquency
Substance use
School Climate
. . . . . . .
School Reform
Mental Heath
Nursing
Juvenile JusKce
Special EducaKon
Physical & OccupaKonal Therapy
School Counseling, Social Work, & Psychology
Child, Family, & Community Health General
EducaKon
Higher EducaKon Early Childhood
& Preschool
Unions
Personnel PreparaKon
Federal Government
Business
ETC.
Players “Kicking” Table WORKING SMARTER MESSAGE
We can have a place at the school reform “table”
if we can offer & demonstrate something that is
more effec3ve, efficient, & relevant….
MULTI-‐TIERED IMPLEMENTATION
FRAMEWORKS!
1. Defendable Theory of AcKon
2. IntegraKon of Academic & Social Behavior
3. ImplementaKon for Accuracy, Durability, &
Relevance
4. MulK-‐Kered Technical Assistance
11/3/13
2
“Consideration of
Defendable Theory of
Action”
Defendable Theory of
Action
Theory-based explanation of phenomenon
Data based confirmation of
explanation
Implementation of explanation-based
actions
Data based confirmation of
effect
Defendable Theory of
Action
Theory-based explanation of phenomenon
Data based confirmation of
explanation
Implementation of explanation-based
actions
Data based confirmation of
effect
Parsimonious Comprehensive
Confirmable Replicable
W/ defendable theory of action, you can…
Describe & understand conditions under which behavior occurs.
Use that understanding to develop strategy to affect likelihood that it will occur.
Explain results that you achieve & make adjustments if needed.
PBIS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
Behavior Analytic
Approach Biology is important
Behavior is learned
Behavior & environment are functional
related Behavior is lawful, therefore
understandable & influence-able
Adjust environment to influence &
teach behavior
Setting Conditions Antecedents Behaviors Consequences
11/3/13
3
The “Table” or
Problem Context
School violence Under-
achievement
Suspension &
expulsions
Disability
Disproportionality & Equity
Restraint & seclusion
Bullying School
completion & dropping out
Delinquency
Substance use
School Climate
. . . . . . .
NOT Equal
STUDENT BEHAVIOR
ADULT BEHAVIOR OUTCOMES
• Aggression
• Bullying behavior
• Non-compliance
• Insubordination
• Social w/drawal
• Truancy
• Law/norm violations
• Substance use
• Weapon possession
• Harassment
• Self-injury
•
• Office referral
• In school detention
• Out of school suspension
• Probation & parole
• Arrests & incarceration
• Restraint & seclusion
• Mental health referral
•
• Disproportionality
• Dropping out
• School failure
• Mental illness
• School-to-prison pipeline
• Achievement gap
• Unemployment
• Delinquency
•
Apply Behavior Analytic Logic
Antecedents Behaviors Consequences
! CONTEXT
CONDITIONS STUDENT BEHAVIOR ADULT BEHAVIOR STUDENT OUTCOME
RIS
K
• Hunger • Chronic illness • Disability • Race • Gender • Violence & trauma
exposure • Unemployment • Gangs • Substance use • Mental illness •
• Aggression • Bullying behavior • Non-compliance • Insubordination • Social w/drawal • Truancy • Law/norm
violations • Substance use • Weapon
possession • Harassment • Self-injury • •
• Office referral • In school detention • Out of school
suspension • Probation & parole • Arrests &
incarceration • Restraint &
seclusion • Mental health
referral • •
• Disproportionality • Dropping out • School failure • Mental illness • School-to-prison
pipeline • Achievement gap • Unemployment • Delinquency • •
PREV
ENTI
VE-P
RO
TEC
TIVE
S
• Employment • Physical health • Recreation • Healthy diet • Preschool • Literacy exposure • Safe
neighborhoods • Positive role
models • •
• Problem solving • Conflict & anger
management • Asking for
assistance • Communicating
feelings • Literacy • Self-management
skills • Managing bullying
behavior • •
• Teach, supervise, reinforce
• Active supervision • Check in check out • Function-based
support • Positive
reinforcement • Precorrection • Opportunity to
respond • Generalization
training • Data-based
decision making • •
• Postsecondary education
• Employment • Family • Recreation &
leisure activities • Physical & mental
health • Positive peer group • Safe neighborhood • •
!
Setting Conditions Antecedents Student
Behaviors Consequences Setting Conditions Antecedents Adult
Behaviors Consequences
Prevention Logic for All Redesign of teaching environments…not students
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem behaviors
Add triggers &
maintainers of prosocial
behavior
Teach, monitor, &
acknowledge prosocial behavior
Biglan, 1995; Mayer, 1995; Walker et al., 1996 INCIDENCE
PREVALENCE
Prevention Objectives Prevention Actions
Antecedents & Consequences Behavior
Basics!
Multi-tiered Behavior Framework aka “PBIS”
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
11/3/13
4
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUS PROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING
PBIS PBIS, RtI-B,
MTBF
Universal
Targeted
Intensive
All
Some
Few Continuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
Intensive Continuum of
Support “Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Supports for all students are multi-tiered
Decoding
Writing
Technology
Instru
ction
Universal
Targeted
Intensive Continuum of Support for
ALL: “Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Supports for all students w/ disabiliKes are mulK-‐Kered
Self-assess
Homework
Technology Behav
ior S
uppo
rt
Universal
Targeted
Intensive Continuum of Support for
ALL “IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Supports fo schools are mulK-‐Kered
Technology
Writing
Crisis Prevention
Profes
siona
l
Develo
pmen
t
Universal
Targeted
Intensive Continuum of Support for
ALL “District: Literacy”
Dec 7, 2007
Bianchi M.S.
Ridley H.S.
Serrota E.S.
Trek E.S.
Davidson M.S.
LeMond. E.S.
Masi H.S.
Supports for districts are mulK-‐Kered
Look M.S.
Jamis E.S.
Schwinn M.S.
Tech
nical
Assist
ance
11/3/13
5
“Consideration of
integrated academic &
social behavior
success”
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
Teaching how to determine hypotenuse of triangle
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“C2 = A2 + B2 where C is side opposite right
angle….”
“Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky
because no right angle….” “Work w/ your partner
& calculate hypotenuse of
triangle for these 3 examples……”
“Work w/ another partner & do these
4 examples….”
“Teaching by Getting Tough” “I hate this f___ing school & you’re a
dumbf_____!”
“That’s disrespectful
language, girl. I’m sending you to the
office so you’ll learn never to say
those words again….starting
now!”
Teaching social behaviors like academic skills
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”
“What are 2 different ways to ‘look cool’ w/ your
friends?”
“That was great. What would that look like if you were stuck
on the bus? In the classroom?”
“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”
“Let’s watch this episode of _____. At the end, tell me one
way that a friend was helped when teased.”
WW: “Whatever” & Walk NC: “Not Cool”
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/ Compute
r Lab Assembly Bus
Respect Ourselves
Be on task. Give your best effort.
Be prepared.
Walk. Have a plan. Eat all your
food. Select healthy foods.
Study, read,
compute. Sit in one
spot. Watch for your stop.
Respect Others
Be kind. Hands/feet
to self. Help/share
with others.
Use normal voice
volume. Walk to right.
Play safe. Include others.
Share equipment.
Practice good table manners
Whisper. Return books.
Listen/watch. Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle. Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils. Clean up
eating area.
Push in chairs. Treat books
carefully.
Pick up. Treat chairs
appropriately.
Wipe your feet. Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
11/3/13
6
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.
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
Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
School leadership & contributing factors on student learning.
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
Climate? “Consideration of
implementation process
for evidence-based
practices.”
IMPLEMENTATION
Effective Not Effective
PR
AC
TIC
E Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Classroom
Practices Organization
Non-classroom Family
Student
School-w
ide
11/3/13
7
Classroom
School Reform
Family School-
wide
Student
Health LEA/SEA
Mental Health Juve
nile Justic
e
What would be smallest # of evidence-based practices that would go into each circle? That might go in multiple circles?
Agreements
Team
Data-based Action Plan
Implementation Evaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Stages of Implementation
• Exploration • Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure) INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
Implementation Phase Big Ideas
Strive for sustainable local implementation capacity at all levels
Monitor fidelity & progress continuously for decision making
Reduce to re-invest
Organize & decide around student outcomes & benefit
Establish policy for accountability, sustainability, & scaling
11/3/13
8
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Do less, better w/in clear
framework!
Universal
Targeted
Intensive Intensity, frequency, precision,
expertise, etc. of coaching,
data collection, performance feedback, embedded professional
development, administrative supervision, evaluation, etc. will
match intensity of required support
Continuum of Technical
Assistance
26 Sep 2013
“Consideration of
culture & context in all
implementation
decisions”
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
SYST
EMS
PRACTICES
DATA
Training +
Coaching +
Evaluation
Cultural/Context Considera0ons
Improve “Fit”
Start w/ effecKve, efficient, & relevant, doable
Prepare & support
implementaKon
Implementation Fidelity
Maximum Student
Outcomes
BASIC PBIS LOGIC
HOWEVER…this logic is 1-dimensional & static.
Implementation is dynamic, multi-tiered, & shaped
by local contingencies.
11/3/13
9
Strength-‐based, person-‐centered, prevenKon-‐based approaches
Evidence-‐based & integrated pracKces & systems
Whole school, mulK-‐Kered systems
Tiered, data-‐supported, differenKated, individualized technical assistance, professional development
Integrated policy & support: ESE, JJD, MH, OT/PT, SW/SchPsy/Coun, Sup/SB, Law, SpEd, Nurs, etc.
More than just selecting the “IT”
Working smarter w/
implementa3on science
WORKING SMARTER MESSAGE
We can have a place at the school reform “table”
if we can offer & demonstrate something that is
more effec3ve, efficient, & relevant….
MULTI-‐TIERED IMPLEMENTATION
FRAMEWORKS!
1. Defendable Theory of AcKon
2. IntegraKon of Academic & Social Behavior
3. ImplementaKon for Accuracy, Durability, &
Relevance
4. MulK-‐Kered Technical Assistance
PBIS Leadership Forum Chicago, IL Oct 29-30, 2013
Northeast PBIS Mystic, CT May 22-23, 2013
Association PBIS Chicago, IL Mar 6-8, 2013
New England PBIS Norwood, MA Nov 15, 2013
Upcoming PBIS-related Events [email protected] www.pbis.org