key elements of swpbs
Post on 16-Nov-2014
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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.?
What is School-Wide Positive Behavior Support?
Module I
Our Challenges…….SWPBS is a framework for…
3. INSUFFICIENCY FOR STUDENTS WITH HIGH-RISK BEHAVIORS
4. COMPETING INITIATIVES
5. NEGATIVE SCHOOL CLIMATE
2. POOR ACADEMIC ACHIEVEMENT
1.REACTIVE MANAGEMENT
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”
REACT to Problem Behavior
Select NEW Program
Implement Interventions
HOPE issues disappear
STOP interventionsWhen desired Outcomes achieved
“Intervene-and-Hope” will happen when…Sustainability is not a stated goal.Sustainability efforts are not enacted
formally or directlySustainability efforts are not implemented
with fidelity over time.
Formal sustainability efforts should be part of the plan at the initial implementation.
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
11
SWPBS enables:
ALL staffto educate
ALL studentsin
ALL settings
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:
All
Some
FewContinuum of Support for ALL
Continuum of Effective Behavior
Support
Primary Prevention~ 80% of students
Secondary Prevention~ 15%
Tertiary Prevention ~5%Students with high-risk behaviors. Those who arenot responsive at theprimary or secondary tiers.
Students with high-risk behaviors. Those who arenot responsive at theprimary or secondary tiers.
Highly individualized and specialized practices.
Students with at-risk behaviors. Those who are not responsive at the Primary tiers.
Specialized practices in small groupings.
Common or standardized expectations for all Students and staff.
For all students and staff implemented Across all settings.
Characteristics
Programs
Responsiveness to Intervention
Academic+ Social Behavior
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
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
80-90% 80-90%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Multi-tier Model
Data Data collection is used for active decision-making; it is important for continuous intervention, program and programming, and system improvement.
SWPBS’ Characteristics:PreventionDefine and teach positive social
expectationsAcknowledge positive behaviorArrange consistent consequences for
problem behaviorOn-going collection and use of data for
decision-makingContinuum of intensive, individual
intervention supports. Implementation of the systems that
support effective practices
School-wide PBS is “evidence-based”Reduction in problem behaviorIncreases in academic outcomes
Horner et al., 2009Bradshaw et al., 2006; in press
Behavioral and Academic gains are linkedAmanda Sanford, 2006 Jorge Preciado, 2006Kent 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 post-
EBS 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?
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