11/15/13
Theory of Ac+o
ABA, & PBIS
n, OSE
PURP
2013 New England PBIS Forum Norwood, MA George Sugai University of ConnecEcut Center on PosiEve Behavioral IntervenEons & Supports Center for Behavioral EducaEon & Research 15 Nov 2013 www.pbis.org www.cber.org 2:50-4:05
School violence Under-­‐
achievement . . . . . . . Suspension & expulsions School Climate School Reform Problem Context Substance use Disability DisproporEonality & Equity Delinquency School compleEon & dropping out Restraint & seclusion Bullying Early PBIS Features
OUTC
OMES
SY
ST
EM
Academic Systems
Universal Interventions
• All students
• Preventive, proactive
Behavi
or!
PBS System
s Implementa
tion
Visibility
Funding
Leadership
Political
Support
Local Schoo
5-10%
5-10%
80-90%
Universal Interventions
• All settings, all students
• Preventive, proactive
80-90%
pha
Em
– 
Evaluation
l Teams/Demo
nstrations
Juvenile JusEce Mental Heath sis
o
re
nP
ve n
tion
Higher EducaEon Unions l Schoo Reform rs
e
Play
Researchers Educators Personnel PreparaEon g of
: Shapin
History amework
r
PBIS F
Business Teacher trainers Community mental health providers Business people Community organizers Policy makers ETC. Kids e
Federal Government ETC. PBIS Shapers se
ns
inte nt ca
curre
ry
nda
s
eco )
case
•  S OME currenthavior
(S duce m be
le
L)
–  Re prob
of
(AL s of
ary w caser
m
ne
ri
vio
•  P
duce beha
Early Childhood & Preschool Non-­‐profits providers District, state, federal administrators wid
School:
y
a
d
o
T
Reform
General EducaEon Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
)
EW ns,
ry (F plicatioof
ertia com rity
•  T Reduceity, seves
ation
Coaching
Special EducaEon Legislators Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures
1-5%
Logic
Team
Active Coordin
Training
Behavioral Systems
1-5%
• High efficiency
• Rapid response
Sup
Studen porting!
t
School Counseling, Social Work, & Psychology School psychologists, counselors, social workers Intensive, Individual Interventions
Suppor • Individual Students
ting • Assessment-based
Decisi !• High Intensity
on!
Makin
Group Interventions
g! Targeted
• Some students (at-risk)
PRAC
TICES
!
Child, Family, & Community Health Designing School-Wide Systems
for Student Success
!
S!
!
DATA
Suppor
Staff Beh ting!
avior!
Physical & OccupaEonal Therapy Nursing Suppor
ting
Acade Social Comp
mic Ac
ete
hievem nce &!
ent!
PBIS
unding tually &
ep
e of gro
ortanc in both conc &
p
im
t
h
,
Highlig s & systems lementation flected
re
p
e
practic lly sound im r analysis is
a
io
ic
v
ir
a
p
h
e
m
b
e
n
o
w
ti
o
h
ta
n
e
e
b
descri BIS implem
P
within
le
a
n
tio
•  Ra ry of Action ool Reform
o
ch
•  The
IS in S
A & PB nciples B
A
• 
ri
P
g
in
id
•  Gu
Medical personnel “Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
• Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
• Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some
• Sugai & Horner (1994)
Integrate evid.-based practices in 3-tiered prevention logic
• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
m
–  Reoble
pr
1
11/15/13
PBIS Conceptual Foundations
Behaviorism
Laws of Behavior
ABA
Applied Behavioral Technology
PBS
Abbreviated Timeline for PBIS Center
Pre-PBIS
<1998
PBIS-I
1998-2003
PBIS-II
2003-2008
PBIS-III
2008-2013
PBIS-IV
2013-2018
Research &
Training Center
PBIS Technical
Assistance
Guide
PBIS
Implementation
Blueprint
Response-toIntervention
Multi-tiered
Support
Systems
Positive
Behavior
Support
Behavior
Research
Center
NIRN-SISEP
Evaluation
Blueprint
School-based
Mental Health
Effective
Behavior
Support
(PREPARE)
3-tiered logic
Systems
Professional
Development
Blueprint
School Reform
Social Validity
SWPBS
PBIS
All Students
PBIS (aka SWPBS) is
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
ork
ramew
PBIS F res
Featu
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
Framework for enhancing
adoption & implementation of
OUTCOMES
Start
w/
What
Works
S
ST
EM
TA
DA
Supporting
Culturally Valid
Decision Making
SY
Continuum of evidence-based
interventions to achieve
Supporting
Culturally
Knowledgeable
Staff Behavior
Academically & behaviorally
important outcomes for
Focus
on
Fidelity
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
All students
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
IMPLEMENTATION
PRACTICE
Effective
Effective
Maximum
Student
Benefits
Not Effective
Intensive
Targeted
Fixsen & Blase, 2009
Some
Continuum of
Support for
ALL
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
Universal
Not
Effective
Few
All
PBIS
SWPBS, RtI-B,
MTBF
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
Dec 7, 2007
2
11/15/13
ewo
Hom
rk
6 Nov 2013
ESTABLISHING CONTINUUM of SWPBS
Funding
Political
Support
Visibility
LEADERSHIP TEAM
(Coordination)
Training
Coaching
• 
• 
• 
Conditions
Strategy
Interpretation
Behavior &
environment
are functional
related
Behavior is
learned
Biology is
important
Setting
Conditions
Antecedents
Behaviors
Adjust
environment
to influence &
teach behavior
Consequences
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive
Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine,
116(2), 149-156
si m
n to
of Actio
Theory hool Reform
s Sc
Addres
School Climate Substance use Suspension & expulsions School Reform Problem Context Disability DisproporEonality & Equity Delinquency School compleEon & dropping out Under-­‐
achievement Bullying Restraint & seclusion onio
Theory-based
explanation of
phenomenon
us
Data based
confirmation of
effect
C
School violence Behavior
Analytic
Approach
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of
bullying behaviors and perceptions of safety and belonging among secondary school students.
Journal of School Psychology.
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.
Par
. . . . . . . Behavior is lawful,
therefore
understandable &
influence-able
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral
Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
PRIMARY PREVENTION
•  Teach SW expectations
•  Proactive SW discipline
•  Positive reinforcement
•  Effective instruction
•  Parent engagement
• 
Local School/District Implementation
Demonstrations
•  Red
uced m
ajor disc
•  Impr
iplinary
ovem
infractio
concen ent in aggres
ns
tration,
sive be
regula
prosoc
tion
ial beha havior,
vior, &
•  Impr
emotio
ovemen
nal
ts in ac
•  Enh
ademic
ance
achiev
ement
safety d perception
of orga
nizatio
•  Red
nal heal
uctio
th &
& peer ns in teache
r report
rejectio
ed bully
n
•  Impr
ing beha
oved sc
vior
hool cl
imate
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through schoolwide 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating schoolwide positive behavioral interventions and supports with tier 2 coaching to student support teams:
The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
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.
SECONDARY PREVENTION
•  Check in/out
•  Targeted social skills instruction
•  Peer-based supports
•  Social skills club
• 
Behavioral
Expertise
Evaluation
RCT & Group Design PBIS Studies
TERTIARY PREVENTION
•  Function-based support
•  Wraparound
•  Person-centered planning
• 
• 
Policy
fi
on
ab
rm
le
Defendable
Theory of
Action
Child, Family, & Community Health School Counseling, Social Work, & Psychology Special EducaEon Juvenile JusEce Mental Heath reh
ive
ens
Data based
confirmation of
explanation
Re
Implementation of
explanation-based
actions
Physical & OccupaEonal Therapy Nursing p
Com
plic
abl
e
General EducaEon Higher EducaEon Early Childhood & Preschool Unions l Schoo Reform rs
e
y
Pla
Personnel PreparaEon Federal Government ETC. Business 3
11/15/13
W/ defendable theory of action, you can…
• 
• 
• 
Conditions
Strategy
Interpretation
School
violence
Underachievement
.......
Describe & understand conditions under
which behavior occurs.
Use that understanding to develop strategy
to affect likelihood that it will occur.
Suspension
&
expulsions
NOT Equal
School
Climate
Behaviors
Consequences
ADULT
BEHAVIOR
OUTCOMES
•  Aggression
•  Office referral
•  Disproportionality
•  Bullying behavior
•  In school detention
•  Dropping out
•  Non-compliance
•  Out of school
suspension
•  School failure
•  Insubordination
ntext
oblem Co
•  Arrests &
incarceration
•  Truancy
•  Law/norm violations
Disproportionality
& Equity
Delinquency
•  Substance use
•  Weapon possession
•  Harassment
Restraint &
seclusion
School
completion &
dropping out
•  Self-injury
Bullying
•  Mental illness
•  Probation & parole
•  Social w/drawal
Disability
Pr
Substance
use
Explain results that you achieve & make
adjustments if needed.
Antecedents
STUDENT
BEHAVIOR
• 
•  School-to-prison
pipeline
•  Achievement gap
•  Restraint &
seclusion
•  Unemployment
•  Delinquency
•  Mental health
referral
• 
• 
Apply Behavior Analytic Logic
!
CONTEXT
CONDITIONS
RISK
•
•
•
•
•
•
•
•
•
•
•
Setting
Conditions
Hunger
Chronic illness
Disability
Race
Gender
Violence & trauma
exposure
Unemployment
Gangs
Substance use
Mental illness
PREVENTIVE-PROTECTIVES
Setting
Antecedents
Conditions
•
•
•
•
•
•
•
•
Employment
Physical health
Recreation
Healthy diet
Preschool
Literacy exposure
Safe
neighborhoods
Positive role
models
STUDENT BEHAVIOR
•
•
•
•
•
•
•
Aggression
Bullying behavior
Non-compliance
Insubordination
Social w/drawal
Truancy
Law/norm
violations
Substance use
Weapon
possession
Harassment
Self-injury
•
•
•
•
•
Student
• Antecedents
Behaviors
•
•
•
•
•
•
•
•
•
Problem solving
Conflict & anger
management
Asking for
assistance
Communicating
feelings
Literacy
Self-management
skills
Managing bullying
behavior
•
•
ADULT BEHAVIOR
•
•
•
Office referral
In school detention
Out of school
suspension
Probation & parole
Arrests &
incarceration
Restraint &
seclusion
Mental health
referral
•
•
•
•
•
•
STUDENT OUTCOME
•
•
•
•
•
Disproportionality
Dropping out
School failure
Mental illness
School-to-prison
pipeline
Achievement gap
Unemployment
Delinquency
•
•
•
•
•
Prevention Logic for All
Redesign of teaching environments…not students
Prevention Objectives
Adult
Consequences
Behaviors
•
•
•
•
•
•
•
•
•
Teach, supervise,
reinforce
Active supervision
Check in check out
Function-based
support
Positive
reinforcement
Precorrection
Opportunity to
respond
Generalization
training
Data-based
decision making
Consequences
•
•
•
•
•
•
•
•
•
Postsecondary
education
Employment
Family
Recreation &
leisure activities
Physical & mental
health
Positive peer group
Safe neighborhood
INCID
ENC
E
N
VALE
PRE
nical
d Tech
e
r
ie
T
PBIS & sistance
As
Prevention Actions
Prevent
Decrease worsening &
Eliminate
development
triggers &
reduce
of new
intensity of maintainers
problem
of problem
existing
problem
behaviors
behaviors
behaviors
CE
Anteceden
Add triggers
Teach,
&
monitor, &
maintainers acknowledge
prosocial
of prosocial
behavior
behavior
ts & Conse
quences
Behav
ior
Biglan, 1995; Mayer, 1995; Walker et al., 1996
•
•
!
s
In
Targeted
po
up
Science
Writing
Spanish
Comprehension
Intensive
Prob Sol.
Targeted
Technology
All
Technology
Soc Studies
Dec 7, 2007
Ind. play
Adult rel.
Self-assess
Decoding
Universal
Anger man.
Soc skills
Universal
Basketball
2007
Supports for Dec
all 7,students
are multi-tiered
Continuum of
Support for
ALL:
“Molcom”
rt
Continuum of
Support
“Theora”
Math
rS
n
tio Intensive
c
tru
vio
Some
Continuum of
Support for
ALL
ha
Targeted
Few
Be
Intensive
Attend.
Universal
Homework
Coop play
Peer interac
Supports for all students w/ 7,disabiliEes are mulE-­‐Eered Dec
2007
4
Intensive
Continuum of
Support for
ALL
“IFB School”
Literacy
School Climate
Targeted
Technology
Numeracy
Intensive
Te
As ch
si s n i c
ta al
nc
e
P
De rofe
ve ss
lo ion
pm a
en l
t
11/15/13
Bianchi M.S.
Targeted
Jamis E.S.
Serrota E.S.
Targeted
Universal
Universal
Davidson M.S.
Crisis Prevention
Ridley H.S.
Science
7, 2007 are mulE-­‐Eered Supports fDec
o schools Intensity,
frequency,
precision,
expertise, etc.
Continuum of
Technical
Assistance
of coaching,
data collection,
performance feedback,
Look M.S.
Schwinn M.S.
Writing
Universal
Specials
Intensive
Masi H.S.
Attendance
Social Studies
Continuum of
Support for
ALL
“District:
Literacy”
Trek E.S.
embedded professional
development, administrative
supervision, evaluation, etc. will
match intensity of required support
LeMond. E.S.
Decd7,
2007
Supports for istricts are mulE-­‐Eered 26 Sep 2013
&
f Action &
o
y
r
o
e
Th
emic
g Acad
Teachin Behavior
Social
ulus
ing Stim
h
s
li
b
a
t
Es
l
Contro
Teaching Academics & Behaviors
Responsiveness to Intervention
Teaching
Matrix
ADJUST for
Efficiency
DEFINE
Simply
Respect
Ourselves
SETTING
All
Settings
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
MODEL
PRACTICE
In Setting
Establishing Stimulus Control
Expectations
1.
MONITOR &
ACKNOWLEDGE
Continuously
Respect
Others
Respect
Property
Hallways
Playgrounds
ILL
SK
Cafeteria
2.
Bus
CO NAssembly
A
NT TU
EX RA
T L
Library/
Compute
r Lab
Eat all your
food.
Select
healthy
foods.
Study,
read,
compute.
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.
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.
L
CIA
SO
Have a plan.
IOR
AV
EH LES
B
P
3.
AM
EX
Sit in one
spot.
Watch for
your stop.
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity
5-10%
Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
Universal Interventions
• All students
• Preventive, proactive
Establishing Stimulus Control
1-5%
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
Circa 1996
5
11/15/13
Academic-Behavior Connection
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.
Academic
Continuum
Behavior
Continuum
Integrated
Continuum
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.
xt in
& conte tion
e
r
u
lt
u
C
ta
plemen
PBIS im
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior
in early elementary school. Journal of Educational Research, 104, 100-109.
Mar 10 2010
Local context defined by…… rse,
are dive
Schools
tig, & mul
interestin
cultural!
What do behaviorists say about culture? “No degree of knowledge about the characterisEcs of groups or cultures can subs+tute for the analysis of the acEons of a given individual in their historical & situaEonal context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995 “A culture evolves when pracEces… contribute to the success of the pracEcing group in solving its problems” Skinner, 1981 Racial NaEonality GeneraEon Immigrant IdenEty Values &
Disability Status PoliEcal Beliefs RecreaEon AffiliaEon Neighborhood Sexual Work Language Family OrientaEon Structure SES Religion Gender Ethnicity Career “Students w/ disabilities are almost 2x as likely
to be suspended from school as nondisabled
students, w/ the highest rates among black
children w/ disabilities.”
NYTimes, M. Rich Aug 7 2012
>1 Susp. 1 Year
•  13% w/ v. 7% w/o
•  1 in 4 black K-12 students
High suspension correlated w/
•  Low achievement
•  Dropout
•  Juvenile incarceration
Dan Losen & Jonathan Gillespie
Center for Civil Rights Remedies at UCLA
• 
• 
• 
• 
1 in 6 black
1 in 13 Amer Indian
1 in 14 Latinos
1 in 20 Whites
Not correlated w/ race of staff
Anthropologists Psychologists PoliEcal ScienEsts Sociologists Philosophers Historians Define culture differently Educators References •  Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). ConsideraEon of culture and context in School-­‐wide PosiEve Behavior Support: A review of current literature. Journal of Posi+ve Behavior Interven+ons, 14, 209-­‐219, doi: 10.1177/1098300712442242 •  Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideraEon of culture and school-­‐wide posiEve behavior support. Journal of Posi+ve Behavior Interven+ons, 14, 197-­‐208, 10.1177/1098300711426334 •  Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-­‐
Bradway, J. (2011). Toward a conceptual integraEon of cultural responsiveness and school-­‐wide posiEve behavior support. Journal of Posi+ve Behavior Interven+ons, 13, 219-­‐229. 6
11/15/13
Overt/verbal behavior SWPBS promotes the most frequently recommended strategies from descripEve literature SWPBS can be adapted easily to diverse schools & cultural norms PRACTICES
PredicEng future behavior 地域の文化、価値観を重視した、学
業、社会的行動の目標を設定するこ
とを支援する
Supporting Culturally Relevant
Evidence-based Interventions
Cultural/Context ConsideraLons BASIC PBIS LOGIC
SY
ST
EM
Start w/ effecEve, efficient, & relevant, doable Maximum
Student
Outcomes
PRACTICES
Implementation
Fidelity
実　践
地域や学校の文化、価値観、エビデ
ンスにもとづいた介入を支援する
v-vi
vii-viii
Overview
Advancing Education Effectiveness: Interconnecting School
Mental Health and School-wide Positive Behavior Support
Susan Barrett, Lucille Eber, and Mark Weist, Editors
1-2
Chapter 1
An Introduction to the Interconnected Systems Framework
Lucille Eber, Mark Weist, and Susan Barrett
3-28
Chapter 2
Considerations for a School Mental Health Implementation
Framework
George Sugai and Sharon Stephan
29-60
Chapter 3
The Role of School Level Systems in the Interconnecting School
Mental health and School-wide Positive Behavior Support
Nancy A. Lever and Robert Putnam
61-85
Chapter 4
School Level Practices
Steven W. Evans, Brandi Simonsen, and Ginny Dolan
Prepare & support implementaEon Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Chapter 5
Interconnecting School and Mental Health Data to Improve
Student Outcomes
Dan Maggin and Carrie Mills
Chapter 6
The District/Community role in Advancing the Interconnected
Systems Framework
Mark Sander, Kathy Lane, Mark Vinciquerra, Jeanne Davis,
Kelly Perales, and Rob Horner
Chapter 7
Advancing the ISF in States
Carl E. Paternite and Erin Butts
Improve “Fit” 3
2
i-iv
Contributing Authors
Advisory to the ISF Meeting/Monograph
S
テ
ム
ス
シ
地域や学校の文
化、価値観にとっ
て妥当な測定や
意思決定ができ
るように支援する
TABLE OF CONTENTS
Preface
TA
DA
成　果
タ
ー
デ
スタッフが地域や
学校の文化、価
値観の重要性を
知り、それをシス
テムに組み込む
ことを支援する
Supporting
Culturally Valid
Decision Making
Sugai, O’Keeffe, & Fallon 2012
Fallon, O’Keeffe, & Sugai 2012
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
TA
DA
CollecEon of learned behaviors, maintained by Shared learning history similar social & environmental conEngencies DifferenEates 1 group from others Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
S
Group of individuals More experimental research needed Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
ST
EM
Flexible, dynamic, & changed/shaped over Eme & across generaEons & sekng. SY
Literature Review Summary Culture = Chapter 8
Policy, Practice and People: Building Shared Support for
School Behavioral Health
Joanne Cashman, Mariola Rosser, and Patrice Linehan, with the
Stakeholder Advisory to the ISF
179-209
Chapter 9
Understanding the Complexity of the Children and Families
We Serve
Krista Kutash and Al Duchnowski
210-229
Commentary on the ISF
Ecological Principles for Interconnecting School Mental
Health and PBIS: Focusing on What Matters Most
Marc Atkins
230-237
Appendices
86-107
Appendix A
Survey on School Readiness for Interconnecting Positive
Behavior Interventions and Supports and School Mental Health
Vittoria Anello and Mark Weist
238-242
Appendix B
Building an Inclusive Community of Practice: Four Simple
Questions
243-244
EDUCATION
ADVANCING S:
ES
EN
IV
CT
FE
EF
LTH
MENTAL HEA
108-135
136-154
Appendix C
Implementation Guide: Funding
245-246
Appendix D
Implementation Guide: Evaluation Tools
247-248
Appendix E
Implementation Guide: District and Community Leadership
Teams
249-250
Appendix F
Selecting Mental Health Interventions with a PBIS Approach
Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and
George Sugai
251-265
155-178
G SCHOOL
SUPPORT
CTIN
E BEHAVIOR
INTERCONNE
-WIDE POSITIV
AND SCHOOL
LUCILLE
N BARRETT,
EDITORS: SUSA
T
& MARK WEIS
EBER
1. Consider interaction of learning histories
2. Support all to support individuals
eration
Consid ions
s
Conclu
3. Work from a defendable theory of action
4. Give priority to selection of evidence-based practices
5. Work as team & use data for decisions
PBIS
ORGANIZATION
= group of
individuals whose collective
behaviors are directed toward
common goal & maintained by a
common outcome.
6. Invest in building local capacity for fidelity implementation
7. Decide based on student benefit
B.F. Skinner, 1953, Science of Human Behavior
8. Do less to get more < = >
7
11/15/13
www.pbis.org
[email protected]
[email protected]
Upcoming PBIS-related Events
[email protected]
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Chicago, IL
Mar 6-8, 2014
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Mystic, CT
May 22-23, 2014
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Chicago, IL
Oct 29-30, 2014
8

Constructs and Measures Table