A model for system‐wide collaboration to support integrated social behavior and literacy evidence‐based practices

Chaparro, Erin A.; Smolkowski, Keith; Baker, Scott K.; Hanson, Natalie; Ryan-Jackson, Kathleen

doi:10.1002/pits.21607

Cited by 15 publications

(3 citation statements)

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“…Although some articles focus on SWPBIS at the far end of this efficacy‐effectiveness‐implementation continuum, these often include other limitations. Chaparro, Smolkowski, Baker, Hanson, and Ryan‐Jackson (; see also Chaparro, Ryan‐Jackson, Baker, & Smolkowski, ) described a state‐funded professional development program that targeted both SWPBIS and a school‐wide reading model. Chaparro, Smolkowski et al., however, examined only elementary schools and limited data on student behavior or implementation.…”

mentioning

confidence: 99%

SCALE-UP OF SAFE & CIVIL SCHOOLS’ MODEL FOR SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

Smolkowski

Strycker

Ward³

2016

Psychol. Schs.

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This study evaluated the scale‐up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of “real‐world” implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four‐year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.

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mentioning

confidence: 99%

SCALE-UP OF SAFE & CIVIL SCHOOLS’ MODEL FOR SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

Smolkowski

Strycker

Ward³

2016

Psychol. Schs.

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“…학교는 위기학생의 예방부터 고위기 학생을 위한 강도 높은 지원까지 가능할 수 있도록 일 상적인 위기학생 예방 및 지원 체제로 다층지원체제를 고려할 수 있다. 다층지원체제에서는 학 생의 요구에 반응하여 점차 강도 높은 중재를 제공하고자 중재의 층이 구성되어 있으며 위기학 생의 학업 및 행동의 두 가지 영역에서 그 성과가 증명되고 있다 (Chaparro, et al, 2012;Farkas et al, 2012;Little et al, 2010). 우리나라의 Wee프로젝트는 정신보건, 사회복지 서비스 등이 포함된 랩 어라운드 절차 (Eber et al, 2009;Eber, et al, 2002)와 유사한 포괄적이며 다학제적 접근으로 고위기 학생 지원에 매우 중요하다.…”

Section: 학교 기반 위기학생 예방 및 지원 체제는 다층지원체제 형식을 갖추는 것이 필요하다unclassified

A Study on the Prevention and Support Plan for At-risk Students through the Application of School-Wide Positive Behavior Support

Park¹

2020

Journal of Behavior Analysis and Support

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The purpose of this study was to find ways to prevent and support at-risk students at the school level. To this end, the situation of at-risk students was considered, and the status and limitations of the school safety integrated system (Wee Project) were investigated. In addition, the characteristics of School-Wide Positive Behavior Support(SWPBS) and the results of SWPBS for students at risk and students with emotional and behavioral disabilities were reviewed through domestic and foreign papers. As a result of the study, among Korean adolescents, there is a high rate of stress perception, depressive experience, and deliberate self-harm(suicide) among the causes of death. It was found that there were many students in the interest group of the school emotional and behavioral characteristics test, and the ratio of the victims of school violence and victims was high. The School Safety Integration System(Wee Project) was found to have limitations such as insufficient Wee class construction, insufficient professional counselor placement, and so on. SWPBS has been tested and verified in improving academic, social, and behavioral skills of students with emotional and emotional disabilities. In this study, the prevention and support plan for at-risk students through the application of SWPBS were suggested.

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“…Within the last 10 years, several evaluation studies of SWPBS relative to the prevention of aggressive and antisocial behavior problems that are common among students at high risk for EBD have been completed (Benedict, Horner, & Squires, 2007; Farkas et al, 2012). Additionally, recent studies have examined the integration of social behavioral and academic support systems in an attempt to provide for students who experience comorbid challenges across these domains (Chaparro, Smolkowski, Baker, Hanson, & Ryan-Jackson, 2012). Other studies have analyzed the contextual features needed to support implementation over time in typical school settings (Barrett, Bradshaw, & Lewis-Palmer, 2008; Muscott, Mann, & LeBrun, 2008; Simonsen et al, 2012).…”

Section: Critical Features Of Swpbsmentioning

confidence: 99%

Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders

Lewis

McIntosh²,

Simonsen³

et al. 2017

AERA Open

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The use of schoolwide multitiered systems of support to address challenging social and emotional behavior has been established in >20,000 schools across the United States and 19 other countries worldwide. The systems approach of schoolwide positive behavior support is guided by implementation science and embeds evidence-based behavioral interventions across a continuum based on documented student need. The extant research base to date, including randomized controlled trials, is robust with respect to universal or Tier I interventions and supports. Less is known about the impact on students who are at high risk for manifesting a disability, as well as those currently served under the Individuals with Disabilities Education Act. The purpose of this article is to provide a rationale for, and overview of, schoolwide positive behavior support as a comprehensive framework to support children and youth with emotional/behavioral disorders and review the research to date across a continuum of supports. Research, professional development and implementation, and policy implications are discussed.

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A model for system‐wide collaboration to support integrated social behavior and literacy evidence‐based practices

Cited by 15 publications

References 50 publications

SCALE-UP OF SAFE & CIVIL SCHOOLS’ MODEL FOR SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

SCALE-UP OF SAFE & CIVIL SCHOOLS’ MODEL FOR SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

A Study on the Prevention and Support Plan for At-risk Students through the Application of School-Wide Positive Behavior Support

Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders

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