SW-PBIS

Core Principles of Prevention

Primary Prevention: 1) Effectively teach appropriate behavior to all children

Identify the setting of events in which the students feel comfortable and are most probable to exhibit the desired behavior

2) Intervene early

Managing problematic behaviors is easier when we intervene before or early in the behavior.

3) Use of a multi-tier model of service

To achieve high rates of student success for all students, instruction in schools must be differentiated based on the level of concern and the intensity it is implemented.

4)Use research based scientifically validated interventions to the extent available

Used to make sure that students are receiving curriculum and material that has demonstrated effectiveness for the type of behavior and the setting.

5) Monitor student progress to inform interventions

Use of assessments that can be given frequently and that are sensitive to minor changes in student behavior.

6) Use data to make decisions

Requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.

7) Use assessment for three different purposes

First, screening of data comparison per day per month for total office discipline refferals. Second, diagnostic determination of data by time of day, problem behavior, and location. Lastly, progress monitoring determines if the behavioral interventions are producing the desired effects.
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Secondary Interventions

This targets groups or individual instead of focusing on school wide prevention, as done in primary intervention.

Tertiary Interventions

This focuses on sustaining individual systems of support that enhance lifestyle such as personal, health, social, and so on, by making desired behavior more functional.
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References

District of Columbia State Improvement Grant: Finding the Keys to Student Success. (n.d.) Retrieved February 2, 2015.