Key Elements Of Swpbs

Promoting SWPBS “HUMAN RELATIONSHIPS ARE AT THE HEART OF SCHIOOLING. -J. Cummings”

Essential Questions Module 1: What is School-Wide Positive Behavior Support (SWPBS)? Module 2: Why do the NWT schools need SWPBS? Module 3: How to make SWPBS work in your jurisdictions? Module 4: What are the links between SWPBS and other programs such as Restitution, Boat, Tribe, etc.?

Module I

What is School-Wide Positive Behavior Support?

SWPBS is a framework Our Challenges……. for… 5. NEGATIVE SCHOOL CLIMATE 4. COMPETING INITIATIVES

3. INSUFFICIENCY FOR STUDENTS WITH HIGH-RISK BEHAVIORS

1.REACTIVE MANAGEMENT

2. POOR ACADEMIC ACHIEVEMENT

Two Common Ineffective Responses to Problem Behavior Get Tough (practices) Intervene-&-Hope

(systems)

Response #1 “Get Tough” Raymond: “I hate this school, & you’re a dumb teacher.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Science of behavior has taught us that students…. Are NOT born with “bad

behaviors” Do NOT learn when presented aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback.

Response #2: “Intervene & Hope” HOPE issues disappear

STOP interventions When desired Outcomes achieved

Implement Interventions

REACT to Problem Behavior

Select NEW Program

“Intervene-and-Hope” will happen when… Sustainability is not a stated goal. Sustainability efforts are not enacted

formally or directly Sustainability efforts are not implemented with fidelity over time.

Formal sustainability efforts should be part of the plan at the initial implementation.

Sc

o o h

e d i l-w

SWPBS Practices Classroom

Non-classroom

Student

Family

SWPBS enables:

ALL staff to educate

ALL students in

ALL settings 11

Definition SWPBS refers to a systems change process for an entire school or district. The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. Two layers: Students don’t necessarily know how to behave when they go the school. Just like they don’t necessarily know academics. Behaviors need to be taught again and again, like academics.

Our curriculum should look like this:

Few Some

All

Continuum of Support for ALL

Continuum of Effective Behavior Support

Characteristic s Students with highrisk behaviors. Those who are not responsive at the primary or secondary Students tiers. with at-risk behaviors. Those who are not responsive at the Primary tiers.

Tertiary Prevention ~5%

Secondary Prevention

Programs Highly individualized and specialized practices.

~ 15%

Specialized practices in small groupings. Primary Prevention

For all students and staff implemented Across all settings.

~ 80% of students

Common or standardized expectations for all Students and staff.

Intervention Academic + Social Behavior

Multi-tier Model Academic Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity •Of longer duration

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%

Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures

1-5%

5-10%

80-90%

Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response

Universal Interventions •All settings, all students •Preventive, proactive

Data Data collection is used for active decision-making; it is important for continuous intervention, program and programming, and system improvement.

SWPBS’ Characteristics: Prevention Define and teach positive social

expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

 School-wide PBS is “evidence-based”  Reduction in problem behavior  Increases in academic outcomes  Horner et al., 2009  Bradshaw et al., 2006; in press

 Behavioral and Academic gains are linked  Amanda Sanford, 2006  Jorge Preciado, 2006  Kent McIntosh

 School-wide PBS has benefits for teachers

and staff as well as students.  Scott Ross, 2006

Over 9000 schools throughout North America are involved in SWPBS.

Next Steps? Visit and interview schools and

practitioners. Focus on: What happened during the EBS and postEBS era? Facts, challenges, and successes? Why? What can be done this time? Why? How to look at the effort through the lens of aboriginal perspectives? How does SWPBS support other programs?