School-Wide Positive Behavior Support (SWPBS)
Introduction:
Schools are comprised of many complex environments. Teachers are challenged to provide effective and explicit academic instruction that will allow students to learn and students are challenged to remain attentive, engaged, and motivated in order to benefit from teaching opportunities. However, it is a common misconception on behalf of teachers to assume that students entering their classroom already posses the skills, concepts, and knowledge of what behaviors are expected of them. When students misbehave or do not follow the rules the teacher will focus mainly on reacting to the students’ misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the use of punishment, especially when it is inconsistently enforced and in the absence of other positive strategies is ineffective for controlling behavior.
There are many intervention systems today addressing the needs of students with behavior problems. The Individuals with Disabilities Education Improvement Act (2004) calls for the development and implementation of proactive, evidence-based interventions for students who demonstrate emotional and behavioral problems in school and other environments to help them become a productive member of society. With the emphasis on the use of empirically supported methods, educations are in need of effective and efficient techniques to intervene with student’s behavior. With the implementation of School-wide Positive Behavior Interventions and Supports school are able to implement sound instructional methods, monitor and track progressand adjust intensity if needed.
SWPBS Framework:
SWPBS is conceptualized of a multilevel three-tiered framework of prevention and intervention aimed at creating safe and effective schools for all students. The intervention focus increases in intensity from Tier I to Tier III. This evidence-based practice application is best represented as a blended integration that has relevance and application across a range of teaching and learning environments that exist not only in schools but also communities.
Schools are comprised of many complex environments. Teachers are challenged to provide effective and explicit academic instruction that will allow students to learn and students are challenged to remain attentive, engaged, and motivated in order to benefit from teaching opportunities. However, it is a common misconception on behalf of teachers to assume that students entering their classroom already posses the skills, concepts, and knowledge of what behaviors are expected of them. When students misbehave or do not follow the rules the teacher will focus mainly on reacting to the students’ misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the use of punishment, especially when it is inconsistently enforced and in the absence of other positive strategies is ineffective for controlling behavior.
There are many intervention systems today addressing the needs of students with behavior problems. The Individuals with Disabilities Education Improvement Act (2004) calls for the development and implementation of proactive, evidence-based interventions for students who demonstrate emotional and behavioral problems in school and other environments to help them become a productive member of society. With the emphasis on the use of empirically supported methods, educations are in need of effective and efficient techniques to intervene with student’s behavior. With the implementation of School-wide Positive Behavior Interventions and Supports school are able to implement sound instructional methods, monitor and track progressand adjust intensity if needed.
SWPBS Framework:
SWPBS is conceptualized of a multilevel three-tiered framework of prevention and intervention aimed at creating safe and effective schools for all students. The intervention focus increases in intensity from Tier I to Tier III. This evidence-based practice application is best represented as a blended integration that has relevance and application across a range of teaching and learning environments that exist not only in schools but also communities.
Videos:
Additional Resources:
The Third Pillar: Linking Positive Psychology and School-Wide Positive Behavior Support
Kristin D. Sawka-Miller Siena College David N. Miller University at Albany, State University of New York
ABSTRACT: The cultivation of positive institutions, or the third pillar of positive psychology, has received relatively little attention in the field. This article makes the case that negative school climates are contributing to a host of negative student outcomes.School-wide positive behavior support (SWPBS) is a prevention model predicated on the need to build healthy, protective school environments. It is argued that a primary basis for building positive institutions and successfully implementing SWPBS is positive interaction in general and praise in particular. The use of praise in schools is briefly reviewed, and specific strategies that can be used by the school psychologist to assess and increase rates of praise in schools through teacher consultation are discussed. They may forget what you said, but they will never forget how you made them feel.
—Carl W. Buechner
ABSTRACT: The cultivation of positive institutions, or the third pillar of positive psychology, has received relatively little attention in the field. This article makes the case that negative school climates are contributing to a host of negative student outcomes.School-wide positive behavior support (SWPBS) is a prevention model predicated on the need to build healthy, protective school environments. It is argued that a primary basis for building positive institutions and successfully implementing SWPBS is positive interaction in general and praise in particular. The use of praise in schools is briefly reviewed, and specific strategies that can be used by the school psychologist to assess and increase rates of praise in schools through teacher consultation are discussed. They may forget what you said, but they will never forget how you made them feel.
—Carl W. Buechner
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