development of problem behavior are avoided and those that develop prosocial behavior are established, and (b) triggering antecedent and maintaining consequence events of problem Intervention behavior are removed and those of appropriate behavior are added. An integrated and sequenced curriculum should be available such that (a) a core curriculum is provided for all students, (b) modification of this core is arranged for students who are identified as non-responsive, and (c) specialized and intensive curriculum is developed for students whose performance is deemed non-responsive to the modified core. Elements of this Continuum of continuum must have empirical evidence to support evidence-based efficacy (intervention is linked to outcome), (intervention interventions effectiveness outcomes are achievable and replicable in applied settings), (intervention can be implemented by natural relevance implementers and with high fidelity), and durability (intervention implementation is sustainable and student outcomes are durable). structures and procedures are in place to ensure and Implementation coordinate appropriate adoption and accurate, sustained fidelity implementation of the full continuum of intervention practices. ACTIVITY: Developing a SWPBIS Continuum The development of a SW continuum of Positive Behavior Supports requires a careful consideration of local context (features and data), desired outcomes (data, priority needs, etc.), evidence-based practices, and systems capacities and supports. Step 1: Identify the practices (e.g., interventions, programs, strategies) available at each prevention tier. (See Practices Evaluation Step 2: Evaluate each practice against the following evaluation criteria: Evidence-based Does experimental research evidence exist to support – the selection and use of a practice to achieve the desired outcome? Are relevant data collected to measure effectiveness? Outcome Data – Non-Responder Decision Rule Are data-based rules available and used – to modify intervention for students who do not respond to practice? Implementation Fidelity Are data collected to assess and improve – accuracy of practice implementation? Effectiveness Have data demonstrated that practice is effective in – achieving desired outcomes?
Intervention development of problem behavior are avoided and those that develop prosocial behavior are established, and (b) triggering antecedent and maintaining consequence events of problem behavior are removed and those of appropriate behavior are added. Continuum of evidence-based interventions An integrated and sequenced curriculum should be available such that (a) a core curriculum is provided for all students, (b) modification of this core is arranged for students who are identified as non-responsive, and (c) specialized and intensive curriculum is developed for students whose performance is deemed non-responsive to the modified core. Elements of this continuum must have empirical evidence to support efficacy (intervention is linked to outcome), effectiveness (intervention outcomes are achievable and replicable in applied settings), relevance (intervention can be implemented by natural implementers and with high fidelity), and durability (intervention implementation is sustainable and student outcomes are durable). Implementation fidelity structures and procedures are in place to ensure and coordinate appropriate adoption and accurate, sustained implementation of the full continuum of intervention practices. ACTIVITY: Developing a SWPBIS Continuum The development of a SW continuum of Positive Behavior Supports requires a careful consideration of local context (features and data), desired outcomes (data, priority needs, etc.), evidence-based practices, and systems capacities and supports. Step 1: Identify the practices (e.g., interventions, programs, strategies) available at each prevention tier. (See Practices Evaluation Step 2: Evaluate each practice against the following evaluation criteria: Evidence-based – Does experimental research evidence exist to support the selection and use of a practice to achieve the desired outcome? Outcome Data – Are relevant data collected to measure effectiveness? Non-Responder Decision Rule – Are data-based rules available and used to modify intervention for students who do not respond to practice? Implementation Fidelity – Are data collected to assess and improve accuracy of practice implementation? Effectiveness – Have data demonstrated that practice is effective in achieving desired outcomes?
PBIS_MNManual_VERSION_2_0_2016_07_26.docx