1. SWPBS: A
MULTI-TIERED
PREVENTION
FRAMEWORK

2. ORGANIZER: WHY INVEST IN MULTI-TIER
PREVENTION
 Recognizing Tier I when you see it
 Sustained systems-change
 Capacity building

3. WHERE
IT
STARTS

4. WHERE IT OFTEN ENDS
C Anderson U Oregon March 2010

5. COMMON APPROACHES TO ACADEMIC AND SOCIAL
BEHAVIOR CONCERNS
 Piecemeal approach
 Reactionary strategies and “wait to fail”
 Reliance on one individual to “fix” kids
 Train and hope
 “Best guess” interventions

6. “TRAIN & HOPE”
WAIT for REACT to
New Problem
Problem Behavior
Expect, But
Select &
HOPE for
ADD
Implementation
Practice
Hire EXPERT
to Train
Practice

7. HOW DO WE IMPROVE
SUPPORT FOR STUDENTS?
C Anderson U Oregon March 2010

8. WE KNOW WHAT WORKS…
 Prevention and early intervention
 Interventions derived from behavior
analysis
 Explicit instruction
 Opportunities to practice
 Reinforcement of desired behavior
 Minimized reinforcement for problem
behavior
 Immediate feedback
 Plan for generalization and maintenance
 Progress monitoring & data-based decisions
C Anderson U Oregon March 2010

9. C Anderson U Oregon March 2010

10. IMPLEMENTATION IS A CHALLENGE
 Limited resources
 Expertise
 Time
 Money
 Multiple competing initiatives and “interests”
 Lot’s of research on what works, little on
how to do it

11. IMPLEMENTATION OF ANY INTERVENTION
CHEAP FAST
GOOD
C Anderson U Oregon March 2010

12. C Anderson U Oregon March 2010

13. INTERVENTIONS ALONE ARE NOT ENOUGH
Systems Outcomes

14. SWPB IS
3-5 expectations and
rewards
An intervention
One size fits all
A new idea

15. SWPB IS
A framework to enhance adoption
& sustained implementation of
A continuum of evidence-based
interventions to achieve
Desired academic and behavioral
outcomes for
ALL students

16. TIER I: Core, Universal
• Intervention is for ALL Tier I begins w/clear goals
students 1. What do we expect students
• Effective if at least 80% of to learn?
students are meeting 2. How will we know if it is
benchmarks learned?
3. How do we respond when
students have not learned?
4. How do we respond when
students learn early?
16
16

17. WHY FOCUS ON THE WHOLE SCHOOL?
 What we need is stiffer consequences!

18. COMMON RESPONSE: GET TOUGH!
Re-re-re-re review
rules
Counseling
“aversive”
consequences

19. 100
90
Mean Perentage of Students with ODRs
80
70
60 6 or more
2-5
50
0-1
40
30
20
10
0
Elementary Middle High K-8

20. 6 or more
2-5
8%
100 0-1
Mean Perentage of ODRs Generated by Students in
90
80
70
60
Group
50
40
30
20
10
0
Elementary Middle High K-8

22. KEY PRACTICES AT TIER I
1. Consistent approach to school discipline
2. Clear set of positively worded
expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior

23. KEY PRACTICES AT TIER I
1. Consistent approach to school discipline
2. Clear set of positively worded
As PBIS Team, your job
expectationsto provide a solid
is & behaviors
3. Proceduresrationale for each
for teaching expected behavior
4. Continuumpractice & guide encouraging
of procedures for
expecteddecisions around what
behavior
5. Continuum of procedures your
this looks like in for discouraging
school.
inappropriate behavior

24. TIER I SYSTEMS
 Team guides school-wide implementation
 Data used to guide decision-making prior to
implementation
 Goals are defined in measurable terms and are measure
 Evidence-based interventions emphasized
 Supports are in place to support initial and sustained
implementation
 Data used to monitor
 Status of implementation
 Outcomes
 Modifications are based on data

25. TIER I: Core, Universal
At least 80% of
students are
successful…what
about the rest?
25
25

26. MEETING THE NEEDS OF ALL
STUDENTS
 Problem
 Foundation in place: 10-20% of students will not be
successful
 Solution?
 Individualized interventions for all?

27. MEETING THE NEEDS OF ALL
STUDENTS
 Problem
 Foundation in place: 10-20% of students will not be
successful
 Solution?
 Individualized interventions for all?

28. TIER II: Supplemental, Targeted
• For students who haven’t
responded to Tier I
• Effective if at least 70-80% of
students are meeting set
goals Tier II guiding questions
Core
1. What is the current level of
+
Supplemental performance?
2. Where do we want to be &
by when?
3. How much growth must be
demonstrated by month/year
to get there?
4. What resources are needed
28
to move at this rate?
28

30. Does intervention…
1. Match needs of child (target, intensity)
2. Get implemented with fidelity
3. Result in significant growth for most
students?

31. TIER II INTERVENTIONS
 Match needs of school
 Are implemented rapidly
 Similar across students Enhance
 Staff trained in intervention fidelity
 Materials on hand
 Match problem
 Intensity
 Mechanism (skill, fluency, or contingency deficit
 Use data-based decision-making
 Who will likely benefit?
 Is the intervention working?
 Next steps

33. KEY SYSTEMS FEATURES
 Simply “having” Tier I doesn’t guarantee
teachers are implementing it & “at risk students
are getting it
 “At Risk” students need proactive behavior
management
 Before implementing a Tier II support, ask
yourself…
 Before adding a new Tier II intervention (e.g.,
CICO), ask yourself…

34. KEY SYSTEMS FEATURES
 Simply “having” Tier I doesn’t guarantee
teachers are implementing it & “at risk students
are getting it
 “At Risk” students need proactive behavior
management
 Before implementing a Tier II support, ask
yourself…
 Before adding a new Tier II intervention (e.g.,
CICO), ask yourself…

35. KEY SYSTEMS FEATURES
 Simply “having” Tier I doesn’t guarantee
teachers are implementing it & “at risk students
are getting it
 “At Risk” students need proactive behavior
management
 Before implementing a Tier II support, ask
yourself…
 Before adding a new Tier II intervention (e.g.,
CICO), ask yourself…

36. KEY SYSTEMS FEATURES
 Simply “having” Tier I doesn’t guarantee
teachers are implementing it & “at risk students
are getting it
If Not, STOP
 “At Risk” students need proactive behavior
management
 Before implementing a Tier II support, ask
yourself…
 Before adding a new Tier II intervention (e.g.,
CICO), ask yourself…

38. TIER III: Individualized
• For students who haven’t
responded to Tier I & II
• Effective if at least 70-80% of
students are meeting set
goals Tier III guiding questions
Core 1. What is the current level of
+ performance?
Supplemental
+
2. Where do we want to be &
Intensive Individual Instruction by when?
3. How much growth must be
demonstrated by month/year
to get there?
4. What resources are needed
38
to move at this rate?
38

39.  Settings: common areas, classrooms
 PBIS in classrooms is not:
 One size fits all
 Tickets/tokens for all
 Mandated behavior management

40.  Settings: common areas, classrooms
 PBIS in classrooms is not:
 One size fits all
 Tickets/tokens for all
SWPBS is multi-tiered system for use
 Mandated behavior management
in ALL settings with ALL students

41. PBIS IN CLASSROOMS: TIER I
 School-wide expectations
 Rules for specific routines
 Explicit instruction in desired behavior
 Agreement about office versus classroom
managed behavior
 Incentives for desired behavior
 Routines-focused systems are SUPPLEMENT

42. SUPPLEMENTAL SYSTEMS
 Contingency-focused
 Positive or negative?
 How do you know if it is working?

43. BUILDING CAPACITY IN CLASSROOMS
 Include at start IF you have teacher buy-in
 If Tier I is not in place with fidelity, add
classrooms LATER
 Determine whether school-wide tickets will be
used in classrooms
 Develop plan for enhancing classroom capacity
 What are the goals? (what, when)
 How will goals be measured? (who, how, when)
 How will instruction/training occur? (who, how,
when)

44. IMPLEMENTATION LOGIC
1
• Build data system
2
• Establish measurable outcomes
3
• Collect, analyze, & prioritize data
4
• Select evidence-based practices
5
• Ensure efficient, accurate, and durable implementation
6
• Implement
7
• Monitor implementation (progress monitoring)
Fixsen,Blase, Duda, Naoom, & Van Dyke (2010).