Abstract
Problem behavior is unfortunately a universal challenge in schools. While several evidence-based strategies are widely available to address problem behavior, educators continue to rely on ineffective strategies including exclusionary options and fail to build comprehensive school-wide systems necessary to truly realize effective intervention potential. A parallel challenge is to embed effective strategies at the first indication of risk to prevent problems from becoming chronic and intensive to the point specialized instruction is necessary. This chapter provides an overview of School-wide Positive Behavior Support (SW-PBS) within the context of building systems of early intervention/prevention that incorporate evidence-based practices and the potential of SW-PBS as a possible element of a social-behavioral response to intervention (RTI) framework that might allow for an improved special education evaluation process under the Individuals with Disabilities Education Act category of seriously emotionally disturbed. The history and logic of SW-PBS, essential features, research to date, and implications for practice are discussed.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3–16.
Anderson, C., Lewis-Palmer, T., Todd, A., Horner, R. H., Sugai, G., & Sampson, N. (2011). Individual student systems evaluation tool. Educational and Community Supports: University of Oregon.
Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative. Journal of Positive Behavior Interventions, 10, 105–114.
Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., Hicks, K., Kasper, B., Culos, C., Sailor, W., & Piggott, T. (2006). School-wide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131–145.
Bradley, R., Henderson, K., & Monfore, D. A. (2004). A national perspective on children with emotional disorders. Behavioral Disorders, 29, 211–223.
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008a). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462–473.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008b). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1–26.
Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100–115
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. doi:10.1542/peds.2012-0243.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), 1136–1145.
Bruhn, A. L., Lane, K. L., & Hirsch, S. E. (2013). A review of tier 2 interventions conducted within multi-tiered models of prevention evidencing a primary behavioral plan. Journal of Emotional and Behavioral Disorders. doi:10.1177/1063426613476092. (Advance online publication)
Chafouleas, S. M., Kilgus, S. P., Jaffery, R., Riley-Tillman, T. C., Welsh, M., & Christ, T. J. (2013). Direct behavior rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology, 51, 367–385.
Chapman, D., & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2(4), 235–237.
Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42(2), 108–126.
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361–381
Curtis, R., Van Horne, J., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behavior support program. Professional School Counseling, 13(3), 159–164.
De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255–267.
Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24(3), 143–155.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288–310.
Farkas, M., Simonson, B., Migdole, S., Donovan, M., Clemens, K., & Cicchese, V. (2012). Schoolwide positive behavior support in an alternative school setting: An evaluation of fidelity, outcomes and social validity of Tier I implementation. Journal of Emotional and Behavioral Disorders, 20(4), 275–288.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Forness, S., & Knitzer, J. (1992). A new proposed definition and terminology to replace “serious emotional disturbance”. Individuals with disabilities education act. School Psychology Review, 21, 12–20.
Gilliam, W., & Shabar, G. (2006). Preschool and child care expulsion and suspension rates and predictors in one state. Infants and Young Children, 19, 228–245.
Goodman, S. (2013, June). District-level adoption: The engine to drive sustainable change. Presentation at the annual Missouri school-wide positive behavior support conference, Lake of the Ozarks, MO.
Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328–344.
Gresham, F. M. (2007). Response to intervention and emotional and behavioral disorders: Best practices in assessment for intervention. Assessment for Effective Intervention, 32, 214–222.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin.
Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16(4), 213–225.
Hirsch, E. J., Lewis-Palmer, T., Sugai, G., & Schnacker, L. (2004). Using school bus discipline referral data in decision making: Two case studies. Preventing School Failure, 48(4), 4–9.
Horner, R. H., & Sugai, G., (2005). School-wide positive behavior support: An alternative approach to discipline in schools. In L. Bambara & L. Kern (Eds.), Positive behavior support (pp. 359–390). New York: Guilford Press.
Horner, R. H., Todd, A., Lewis-Palmer, T., Irvin, L., Sugai, G., & Boland, J. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Intervention, 6(1) 3–12.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–145.
Kauffman, J. M., Simpson, R. L., & Mock, D. (2009). Problems related to underservice: Rejoinder. Behavioral Disorders, 34(3), 172–180.
Kilgus, S. P. (2013). Use of direct behavior ratings as the foundation of tier 2 service delivery. Journal of Curriculum and Instruction, 7, 79–99.
Kilgus, S. P., Chafouleas, S. M., & Riley-Tillman, T. C. (2013). Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades. School Psychology Quarterly, 28, 210–226.
Lane, K. L., Carter, E. W., Pierson, M. R., & Glaeser, B. C. (2006). Academic, social, and behavioral characteristics of high school students with emotional disturbances or learning disabilities. Journal of Emotional and Behavioral Disorders, 14(2), 108–117.
Lewis, T. J. (2010, March). Are we there yet? Mapping the SW-PBS course for the long haul. Invited presentation at the 7th annual association for positive behavior support conference. St. Louis, MO.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1–17.
Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109–121.
Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior supports. Psychology in the Schools, 39, 181–190.
Lewis, T. J., Jones, S. E. L., Horner, R. H., & Sugai, G. (2010). School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82–93.
Lewis, T. J., Bradley, L., & Freeman, C. (2011, Oct). Using data to design and monitor tier 2 supports: From classroom to small group. Presentation at the eighth annual school-wide PBS implementation forum. Chicago, IL.
Lohrmann-O’Rourke, S., Knoster, T., Sabatine, K., Smith, D., Horvath, G., & Llewellyn, G. (2000). School-wide Application of PBS in the Bangor Area School District. Journal of Positive Behavior Interventions, 2(4), 238–240.
Luiselli, J. K, Putnam, R. F, Handler, M. W, & Feinberg, A. B. (2005). Whole-school positive behaviour support: Effects on student discipline problems and academic performance. Educational Psychology, 25(2–3), 183–198.
Maag, J. W., & Katsiyannis, A. (2008). The medical model to block eligibility for students with EBD: A response-to-intervention alternative. Behavioral Disorders, 33(3), 184–194.
Mathur, S. R. (2007). Understanding emotional and behavioral disorders: Are we paying the cost of borderline ethics? Education and Treatment of Children, 30, 11–26.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146–154.
McIntosh, K., Flannery, K. B., Sugai, G., Braun, D., & Cochrane, K. L. (2008a). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243–255.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008b). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131–147.
McIntosh, K., Sadler, C., & Brown, J. A. (2012). Kindergarten reading skill level and change in as risk factors for chronic problem behavior. Journal of Positive Behavior Interventions, 14(1), 17–28.
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to the sustained implementation of schoolwide positive behavior support. Exceptional Children, 79, 293–311.
Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C., et al. (2010). Lifetime prevalence of mental disorders in U.S. Adolescents: Results from the national comorbidity survey replication—adolescent supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49(10), 980–989.
Miller-Richter, M., Lewis, T. J., & Hagar, J. (2012). The relationship between principal leadership skills and school-wide positive behavior support: An exploratory study. Journal of Positive Behavior Interventions, 14, 69–77.
Mitchell, B. S., Stormont, M. A., & Gage, N. A. (2011). Tier 2 interventions within the context of school-wide positive behavior support. Behavioral Disorders, 36(4), 241–261.
National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Committee on the prevention of mental disorders and substance abuse among children, youth and young adults: Research advances and promising interventions. In M. E. O’Connell, T. Boat, & K. E. Warner (Eds.), Board on children, youth and families, division of behavioral and social sciences and education. Washington, DC: The National Academies Press.
Nelson, J. R., Martella, R., & Galand, B. (1998). The effects of teaching school expectations and establishing a consistent consequence on formal office disciplinary actions. Journal of Emotional and Behavioral Disorders, 6, 153–161.
Peacock Hill Working Group. (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16, 299–313.
Putnam, R. F., Luiselli, J. K., & Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavior Interventions, 4, 182–188.
Putnam, R. F., Handler, M. W., Ramirez-Platt, C. M., & Luiselli, J. K. (2003). Improving student bus-riding behavior through a whole-school intervention. Journal of Applied Behavior Analysis, 36, 583–589.
Robers, S., Kemp, J., & Truman, J. (2013). Indicators of school crime and safety: 2012 (NCES 2013-036/NCJ 241446). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC.
Rose, L. C., & Gallup, A.M. (2007). The 39th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 89, 33–48.
Simonson, B., Britton, L., & Young D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12, 180–191.
Stichter, J. P., Lewis, T. L., Richter, M., & Johnson, N. (2006). Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models. Education and Treatment of Children, 29, 665–692.
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A., Turnbull, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149–156.
Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavior Disorders, 13(2), 79–96.
Walker, H. M., & Bullis, M. (1991). Behavior disorders and the social context of regular class integration: A conceptual dilemma? In J. Lloyd, N. Singh, & A. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues and models (pp. 75–94). Champaign-Urbana: Sycamore.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193–256.
Walker, H. M., Ramsey, E., & Gresham, R. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont: Wadsworth.
Acknowledgment
The preparation of this manuscript was supported in part by the Technical Assistance Center on Positive Behavioral Interventions and Supports and a grant from the Office of Special Education Programs, the US Department of Education (H326S980003). Opinions expressed herein do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. For information about the Center, go to www.pbis.org, or for information related to this manuscript, contact Tim Lewis at lewistj@missouri.edu.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media New York
About this chapter
Cite this chapter
Lewis, T., Mitchell, B., Bruntmeyer, D., Sugai, G. (2016). School-wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_40
Download citation
DOI: https://doi.org/10.1007/978-1-4899-7568-3_40
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-7567-6
Online ISBN: 978-1-4899-7568-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)