SWPBS Coaching: Followup

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SWPBS CoachingFollow-up Support

• Brandi Simonsen George Sugai
• CT SERC
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• December 16, 2008
• www.pbis.org www.cber.org www.swis.org
• Brandi.simonsen_at_uconn.edu
• George.sugai_at_uconn.edu

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PURPOSE Provide follow-up opportunities to
enhance skills related to (a) coaching skills,
(b) problem solving, (c) encouragement
strategies

• Workbook Overview
• Team Implementation Checklist
• Coaching Problem Solving

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PBS Systems Implementation Logic
Visibility
PBS Implementation Blueprint www.pbis.org
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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SWPBS is about.
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SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable for all students
• (Zins Ponti, 1990)

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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
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RtI Good IDEiA Policy

• Approach or framework for redesigning
  establishing teaching learning environments
  that are effective, efficient, relevant,
  durable for all students, families educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new

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Evaluation Criteria
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Response to Intervention
RtI
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Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
Circa 1996
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Responsiveness to Intervention
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RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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School-wide

• Leadership team
• Behavior purpose statement
• Set of positive expectations behaviors
• Procedures for teaching SW classroom-wide
  expected behavior
• Continuum of procedures for encouraging expected
  behavior
• Continuum of procedures for discouraging rule
  violations
• Procedures for on-going data-based monitoring
  evaluation

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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Non-Classroom Management Self-Assessment
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Franzen, K., Kamps, D. (2008).
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Classroom

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

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1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
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Allday Pakurar (2007)
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Classroom Management Self-Assessment
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(No Transcript)
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Family

• Continuum of positive behavior support for all
  families
• Frequent, regular positive contacts,
  communications, acknowledgements
• Formal active participation involvement as
  equal partner
• Access to system of integrated school community
  resources

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1. SOCIAL SKILL
2. NATURAL CONTEXT
Expectations
3. BEHAVIOR EXAMPLES

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Individual Student

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Class B Results
Percent of Intervals Engaged in Problem Behavior

School Days
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Check In/Out Pt Card
Name________________ Date ________
Goal _____ Pts Possible _____ Pts Received_____
of Pts _____ Goal Met? Y N
Rating Scale 2 Great 1 Ok 0 Goal Not Met
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Class B Results Composite Peers
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days
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Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days
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Study 2 Results Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days
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ESTABLISHING A CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Specialized individualised supports

• Practice Selection
• Evidence-based
• Measurable outcome aligned with need student
• Rules for data-based decisions
• Integrated with related practices based on
  outcomes, need, student
• Implementation fidelity
• Continuous monitoring

• Audit
• Identify existing practices by tier
• Specify outcome for each effort
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

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

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Proactive SW discipline
• Effective instruction
• Parent engagement

80 of Students
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www.pbis.org

• Horner, R., Sugai, G. (2008). Is school-wide
  positive behavior support an evidence-based
  practice? OSEP Technical Assistance Center on
  Positive Behavioral Interventions and Support.
• http//www.pbis.org/files/101007evidencebase4pbs.
  pdf.

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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Working Smarter
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Sample Teaming Matrix
Key point 8
Are outcomes measurable?
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STEP 1 - Establish Team Membership
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• Representative of demographics of school and
  community
• 1-2 individuals with behavior/classroom
  management competence
• Administrator active member
• Schedule for presenting to whole staff at least
  monthly
• Schedule for team meetings at least monthly
• Integration with other behavior related
  initiatives and programs
• Appropriate priority relative to school and
  district goals
• Rules and agreements established regarding
  voting, confidentiality and privacy,
  conflict/problem solving, record-keeping, etc.
• Schedule for annual self-assessments
• EBS Self-Assessment Survey
• Review Office Discipline Referrals
• Benchmarks of Quality
• School-wide Evaluation Tool
• Coaching support (school and/or district/region)