to schools. How does the The voices and perspectives of family and community Implementation “SWPBS Center include members are involved directly in the PBIS process Blueprint and Self- and involve through active participation on, for example, leadership (PBIS Center, Assessment” family and teams, practice implementation, and outcome evaluations 2010) community at the school, district, and state levels. members? How is PBIS MTSS, RtI, and PBIS share the same logic (behavioral Intervention and “Response-to- related to and prevention sciences) and features (e.g., universal (PBIS Center, 2009) PBIS” screening, continuous progress monitoring, data-based “Multi-tiered Systems of decision making, implementation fidelity, continuum of evidence- based interventions) (Figure 8). Support” (MTSS) and MTSS has become the generic term. RtI generally refers to “Response to special education. PBIS focuses on the social behavior Intervention” practices and systems of school and classroom cultures. (RtI)? Literacy and numeracy implementation frameworks are examples of the application of RtI for academic behavior, and PBIS is an example of the application of RtI for social behavior. Does the Center No, because of its federally directed mandate, purpose, www.pbis.org endorse or and functions, the Center on PBIS identifies and promote recommends general research-based practices (e.g., commercial active supervision, reinforcement, social skills instruction, products, behavioral contracting, self-management). Although these vendors, or practices may be included within the products, curricula, businesses? etc. of other providers, the Center does not promote specific vendors or endorse commercial products. How does PBIS Although PBIS has no specific restrictions on the use of Positive Behavioral “Applying respond to the consequence-based strategies designed to reduce Support and Functional use of serious problem behavior, teaching-oriented, positive, and Behavioral Assessment in punishment preventive strategies are emphasized for all students, to (Sugai et al., 2000) Schools”
to schools. How does the Center include and involve family and community members? The voices and perspectives of family and community members are involved directly in the PBIS process through active participation on, for example, leadership teams, practice implementation, and outcome evaluations at the school, district, and state levels. “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2010) How is PBIS related to “Multi-tiered Systems of Support” (MTSS) and “Response to Intervention” (RtI)? MTSS, RtI, and PBIS share the same logic (behavioral and prevention sciences) and features (e.g., universal screening, continuous progress monitoring, data-based decision making, implementation fidelity, continuum of evidence- based interventions) (Figure 8). MTSS has become the generic term. RtI generally refers to special education. PBIS focuses on the social behavior practices and systems of school and classroom cultures. Literacy and numeracy implementation frameworks are examples of the application of RtI for academic behavior, and PBIS is an example of the application of RtI for social behavior. “Response-to- Intervention and PBIS” (PBIS Center, 2009) Does the Center endorse or promote commercial products, vendors, or businesses? No, because of its federally directed mandate, purpose, and functions, the Center on PBIS identifies and recommends general research-based practices (e.g., active supervision, reinforcement, social skills instruction, behavioral contracting, self-management). Although these practices may be included within the products, curricula, etc. of other providers, the Center does not promote specific vendors or endorse commercial products. www.pbis.org How does PBIS respond to the use of punishment Although PBIS has no specific restrictions on the use of consequence-based strategies designed to reduce serious problem behavior, teaching-oriented, positive, and preventive strategies are emphasized for all students, to “Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools” (Sugai et al., 2000)