TY - JOUR
T1 - Secondary and Tertiary Support Systems in Schools Implementing School-Wide Positive Behavioral Interventions and Supports
T2 - A Preliminary Descriptive Analysis
AU - Debnam, Katrina J.
AU - Pas, Elise T.
AU - Bradshaw, Catherine P.
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this project comes from the Institute of Education Sciences (R324A07118 and R305A090307), the Centers for Disease Control and Prevention (1U49CE 000728-011 and K01CE001333-01), and the National Institute of Mental Health (T32 MH19545-11).
PY - 2012/7
Y1 - 2012/7
N2 - More than 14,000 schools nationwide have been trained in School-Wide Positive Behavioral Interventions and Supports (SWPBIS), which aims both to reduce behavior problems and to promote a positive school climate. However, there remains a need to understand the programs and services provided to children who are not responding adequately to the universal level of support. Data from 45 elementary schools implementing SWPBIS were collected using the School-wide Evaluation Tool and the Individual Student Systems Evaluation Tool (I-SSET) to assess the use of school-wide, Tier 2, and Tier 3 support systems. The I-SSET data indicated that nearly all schools implemented federally mandated Tier 2 and Tier 3 supports (e.g., functional behavioral assessment, student support teams), but few schools implemented other evidence-based programs for students with more intensive needs. School-level demographic characteristics were correlated with the implementation of some aspects of universal SWPBIS, but not with the Tier 2 or 3 supports. Implications of these findings for professional development are discussed.
AB - More than 14,000 schools nationwide have been trained in School-Wide Positive Behavioral Interventions and Supports (SWPBIS), which aims both to reduce behavior problems and to promote a positive school climate. However, there remains a need to understand the programs and services provided to children who are not responding adequately to the universal level of support. Data from 45 elementary schools implementing SWPBIS were collected using the School-wide Evaluation Tool and the Individual Student Systems Evaluation Tool (I-SSET) to assess the use of school-wide, Tier 2, and Tier 3 support systems. The I-SSET data indicated that nearly all schools implemented federally mandated Tier 2 and Tier 3 supports (e.g., functional behavioral assessment, student support teams), but few schools implemented other evidence-based programs for students with more intensive needs. School-level demographic characteristics were correlated with the implementation of some aspects of universal SWPBIS, but not with the Tier 2 or 3 supports. Implications of these findings for professional development are discussed.
KW - School-Wide Positive Behavioral Interventions and Supports (SWPBIS)
KW - evidence-based programs
KW - functional behavioral assessment
KW - secondary supports
KW - tertiary supports
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U2 - 10.1177/1098300712436844
DO - 10.1177/1098300712436844
M3 - Article
AN - SCOPUS:84862015301
SN - 1098-3007
VL - 14
SP - 142
EP - 152
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 3
ER -