School divisions are moving from a fragmented, reactive approach for supporting student social behavioral needs to a systemic, proactive and preventative approach. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a “decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students”.
Research
School divisions are moving from a fragmented, reactive approach for supporting student social behavioral needs to a systemic, proactive and preventative approach. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a “decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students” (Retrieved from http://www.pbis.org/). Outcomes associated with implementation of SWPBIS with fidelity include: reduction in problem behavior (Bradshaw, Mitchell, & Leaf, 2010); increased academic engaged time and enhanced academic outcomes (Horner et al., 2009); and improved school climate (Bradshaw, et al., 2008; Horner et al., 2009).
Application and Resources
Resources to support implementation of SWPBIS are typically provided through universities and state departments. Two international online resources, OSEP Technical Assistance Center on Behavioral Interventions and Supports and the Association for Positive Behavior Support (APBS) provide research and practical applications. Positive Behavioral Interventions and Supports of VA provides online professional learning and resources for accessing support in VA. Recently, the 11th International Conference on Positive Behavior Support and the 2013 National PBIS Leadership Forum were held in Chicago, IL. Conference presentation materials can be accessed through the following websites. Presentations include school, targeted, and individual applications of PBIS, as well as, strands around mental health, high school implementation, and classrooms.
References
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., 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.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., & 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(3), 133-144.
