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?