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SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

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Chapter Two SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
What Is School-Wide Positive Behavior Support (SWPBS)? ,[object Object]
Primary prevention is universal.
Secondary prevention (targeted intervention) supports students at risk.
Tertiary prevention (intensive intervention)
Six Essential Components ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Let’s unpack a few of these essential components
Data Collection on a Regular Basis ,[object Object],[object Object]
Using ODR data ,[object Object]
School-wide leadership team to guide and direct the process. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Individuals should be invited to participate on the SWT on the basis of… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Functions of Coaches ,[object Object],[object Object],[object Object],[object Object],[object Object]
Functions of Coaches ,[object Object],[object Object],[object Object]
Therefore, coaches should be individuals who: ,[object Object],[object Object]
80% of Staff Agree on Rules and Consequences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Action Plan ,[object Object],[object Object]
In order to develop an action plan, you must first identify KEY OUTCOMES. ,[object Object]
Outcomes may be developed in the areas of: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
For example, a school may develop the following outcome on behavior: ,[object Object]
After the SWT members identify relevant outcomes, they begin to develop an ACTION PLAN .
Critical Features of an Action Plan ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Products to Facilitate the Implementation of Practices ,[object Object],[object Object]
Characteristics of School-Wide Expectations ,[object Object],[object Object],[object Object],[object Object]
[object Object]
Specific Rules for Every School Setting ,[object Object],[object Object]
Development of a Rules-Within-Routines Matrix
Lesson Plans ,[object Object],[object Object]
 
STUDENT RECOGNITION PROGRAM WITH CONTINUUM OF STRATEGIES ,[object Object]
Program Criteria ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object]
[object Object],[object Object]
SWT members develop a PREDICTABLE SET OF STAFF RESPONSES for each type of student behavior.
[object Object],[object Object],[object Object],[object Object]
Your Turn ,[object Object],[object Object],[object Object]
What About the Students Who Do Not Respond to the Primary Tier? ,[object Object],[object Object],[object Object]
Check in Check Out: A Targeted Intervention
What are the Effects of SWPBS?
SWPBS has demonstrated ,[object Object],[object Object],[object Object]

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SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Notas do Editor

  1. targets individuals with serious problems that constitute a chronic condition and
  2. This team should be made up of an administrator, grade level representatives, support staff, and parents.