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Introduction to SWPBIS

What are School wide Positive Behavioral Interventions and Supports?

School wide Positive Behavior Interventions & Supports (SWPBIS) has been referred to as those systems and individualized supports and interventions that help people enhance and improve their productive social behavior while reducing any problematic behavior they may use. In the past decade, major advances have been seen in community settings, particularly in public schools, as providers and consumers implement PBIS systems and strategies.

The SWPBIS approach concentrates on essential features and data based decision-making in schools. Schools apply essential features in SWPBIS by establishing clear social expectations and then teaching, modeling, and reinforcing behaviors that match the expectations across all school settings. Sustained use of essential SWPBIS features has been found to enhance the social and academic outcomes of students.

Tier One: Universal Interventions

In Tier One of the SWPBIS model, universal or primary approaches that are preventative in nature are put into place (Sugai & Homer, 2002). These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Outcomes, systems, data, and practices are continually evaluated when providing universal supports (Center on Positive Behavioral Intervention and Support).

Tier Two: Targeted Group Interventions

In Tier Two, targeted, group-based interventions are designed to serve students who have not responded to Tier One interventions. The 10-15% of students in Tier Two are considered at-risk for more severe behavioral problems and/or academic deficits (Lewis & Sugai, 1999; Sugai & Horner, 2002).

Tier Three: Individualized Intensive Interventions

In Tier Three, tertiary interventions are used with students unresponsive to Tier One and Tier Two interventions. Generally, about 5% of the school population needs these individualized intensive services, which often include a Functional Behavior Assessment and subsequent Behavior Intervention Plan (Lewis & Sugai, 1999).

Free web based PBIS resources

Tier 1

Tier 1 are universal or primary approaches that are preventative in nature (Sugai & Homer, 2002). These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Outcomes, systems, data, and practices are continually evaluated when providing universal supports (Center on Positive Behavioral Intervention and Support).

Tier 2

Tier 2, targeted, group-based interventions are designed to serve students who have not responded to Tier 1 interventions. The 10-15% of students in Tier 2 are considered at-risk for more severe behavioral problems and/or academic deficits (Lewis & Sugai, 1999; Sugai & Horner, 2002).

Tier 3

Tier 3 are tertiary, intense interventions used with students who are unresponsive to Tier 1 and Tier 2 interventions. Generally, about 5% of the school population needs these individualized intensive services, which often include a Functional Behavior Assessment and subsequent Behavior Intervention Plan (Lewis & Sugai, 1999).

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