behavioral climate of classrooms and schools. What is meant Practices are what students directly experience to of Single-Subject “Use by facilitate their mastery achievement of academic and Research to Identify supported social skills. Evidence-Based Practice in and Special Education (Horner et practices” that evidence exists to “Empirically-supported” means interventions? al., 2005) support Research in Special Efficacy - intervention is causally linked to Education: Scientific Methods outcome and Evidence-Based Effectiveness - intervention outcomes are Practices (Odom et al., 2005) achievable and replicable in applied settings) Social and cultural relevance - intervention can be implemented by natural implementers with high fidelity) Durability - intervention implementation is sustainable and student outcomes are maintained). Intensity of implementation is matched to the intensity of behavioral challenge. What are PBIS PBIS emphasizes the establishment of organizational “SWPBS Implementation supports or systems that give school personnel capacity Blueprint and Self- “systems?” to use effective interventions accurately and successfully Assessment” (PBIS Center, at the school, district, and state levels. 2015) These supports include (a) team-based leadership, (b) Professional “SWPBS data-based decision- making, (c) continuous monitoring of Development Blueprint and student behavior, (d) regular universal screening, and (e) (PBIS Center, Workbooks” effective on-going professional development. 2010) State, district, and school leadership teams develop “SWPBS Evaluation Blueprint” implementation action plans that give priority to (PBIS Center, 2010) organizational infrastructure (e.g., funding, policy, personnel) and capacity development (e.g., professional
behavioral climate of classrooms and schools. What is meant by practices” and interventions? Practices are what students directly experience to facilitate their mastery achievement of academic and social skills. “Empirically-supported” means that evidence exists to support Efficacy - intervention is causally linked to outcome Effectiveness - intervention outcomes are achievable and replicable in applied settings) Social and cultural relevance - intervention can be implemented by natural implementers with high fidelity) Durability - intervention implementation is sustainable and student outcomes are maintained). Intensity of implementation is matched to the intensity of behavioral challenge. “Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education (Horner et al., 2005) Research in Special Education: Scientific Methods and Evidence-Based Practices (Odom et al., 2005) What are PBIS “systems?” PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district, and state levels. These supports include (a) team-based leadership, (b) data-based decision- making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development. State, district, and school leadership teams develop implementation action plans that give priority to organizational infrastructure (e.g., funding, policy, personnel) and capacity development (e.g., professional “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2015) “SWPBS Professional Development Blueprint and Workbooks” (PBIS Center, 2010) “SWPBS Evaluation Blueprint” (PBIS Center, 2010) supported
Positive%20Behavioral%20Interventions%20and%20Supports.docx