By implementing schoolwide positive behavioral interventions and supports (SWPBIS), K-12 educators can create an encouraging, productive school culture. This title introduces readers to the comprehensive SWPBIS framework and explores the key elements of its three tiers of support. Learn about the authors' personal experiences in applying positive behavior support strategies and explore practical examples of what the elements and tiers of this model look like in practice.
Learn how to implement PBIS strategies in schools:
- Understand the structure of the SWPBIS framework and its four key elements.
- Read testimonials from principals and teachers whose schools have created positive school climates using a positive behavior support plan.
- Learn why decision making in an SWPBIS framework relies on data and how school teams can ensure they use their data accurately to target suitable solutions.
- Gain specific steps and a general timeline you can use to start implementing SWPBIS.
- Examine example scenarios and two thorough case examples of how elementary and secondary schools have adopted and maintained SWPBIS structures.
Contents:
Chapter 1: An Introduction to Schoolwide Positive Behavioral Interventions and Supports
Chapter 2: Tier One
Chapter 3: Tier Two
Chapter 4: Tier Three
Chapter 5: SWPBIS Into Action
Chapter 6: Case Examples of Schools Using SWPBIS
Epilogue
Appendix A
Appendix B
References and Resources
Jason Harlacher, PhD, is a researcher, consultant, and adjunct professor with over 12 years of experience in education. He works full time as a multitiered system of supports (MTSS) specialist with the Colorado Department of Education (CDE). Prior to joining CDE, Dr. Harlacher worked as a researcher, a school psychologist, a response to intervention (RTI) consultant, and the state director for Positive Behavior Support of Nevada (now Nevada PBIS). He is the sole author of Designing Effective Classroom Management and a coauthor of Practitioner's Guide to Curriculum-Based Evaluation in Reading. He presents nationally on schoolwide prevention models and has published articles on RTI, social-emotional learning, and classroom interventions.
Billie Jo Rodriguez, PhD, NCSP, BCBA, is a practicing school psychologist, district positive behavior support coach, and adjunct professor with over 11 years of education experience. She currently works for Springfield Public Schools and teaches coursework in special education and school psychology at the University of Oregon. She has 16 peer-reviewed journal publications as well as ten additional publications in the areas of multitiered systems of support, functional behavior assessment and support planning, and PBIS. Prior to joining Springfield Public Schools as a school psychologist and positive behavior support coach, Billie Jo worked as an assistant professor in school psychology at University of Texas San Antonio and as a behavior specialist for Clackamas Education Service District. Billie Jo has served on a team coordinating Tier 2 and 3 PBIS supports for a state-funded Oregon Department of Education grant, served on the Oregon Coaches' Network, and participated in the Texas Behavior Support Network. Billie Jo presents nationally in the areas of multitiered systems of support, functional behavior assessment and intervention development, and positive behavior supports.
