SWPBS (aka PBIS/RtI) is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for All students.
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SWPBS (aka PBIS/RtI) is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for All students PBS 1980s Positive Behavior Support ABA 1968 Applied Behavior Analysis PBIS 1997 Positive Behavioral Interventions & Supports SWPBS SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORTS Converging Influences 1990s Implementation Science RtI 1990s ResponsetoIntervention 3 PRACTICE “Making a turn” Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009 Not Effective Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior IMPLEMENTATION TEAM FACILITATED W/ FIDELITY CONTINUUM OF PROBLEM EVIDENCE-BASED SOLVING INTERVENTIONS DATABASED DECISION MAKING UNIVERSAL SCREENING RtI CONTENT EXPERTISE & FLUENCY CONTINUOUS PROGRESS MONITORING 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 Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL Math Intensive Science Continuum of Support for ALL “Theora” Targeted Spanish Reading Soc skills Universal Soc Studies Basketball Label behavior…not people Dec 7, 2007 ESTABLISHING CONTINUUM of SWPBS - EXAMPLE ~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 •• SWPBS Practices Classroom Non-classroom Student & Family Family SCHOOL-WIDE CLASSROOM 1.1. 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 School-wide 1. Leadership team 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 6. Continuum of procedures for discouraging rule violations 7. Procedures for on-going data-based monitoring & evaluation Teaching Matrix All Settings Hallways Playgrounds Cafeteria Library/ Compute r Lab Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Assembly Bus Sit in one spot. Watch for your stop. Be on task. Give your best effort. Be prepared. Walk. 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. Respect Ourselves Expectations SETTING Teaching directly in context Funding Visibility Political Support Policy SWPBS Implementation LEADERSHIP TEAM Blueprint (Coordination) www.pbis.org Training Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Evaluation Criteria Effective • Achieve desired outcome? Efficient • Doable by real implementer? Relevant • Contextual & cultural? Durable • Lasting? Scalable • Transportable? Logical • Conceptually Sound?