Unit One

Question 1

Define PBS

Answer 1

Positive Behavior Support
Positive change strategies that involve focusing on procedures for teaching, strengthening, and supporting desired student behavior rather than the punishment of undesired behavior.

Question 2

Define RTI

Answer 2

Response to Intervention
The practice of applying high-quality instruction and interventions that are matched to student need, monitoring the student’s progress frequently to adjust interventions or goals, and basing educational decisions on student response data.

Question 3

Define FBA

Answer 3

Functional Behavioral Assessment
A process conducted to identify the potential functions that a student’s maladaptive behavior serves for him or her. What is the student getting out of behavior this way?

Question 4

Define Rule-Within-Routines Matrix

Answer 4

A format for translating school-wide behavioral expectations into specific rules for each school setting.

Question 5

Fundamentals of SWPBS

Answer 5

School Wide Positive Behavior Support
The application of strategies that promote positive behavior across the total school environment. It dramatically reduces disciplinary referrals. This process involves teaching expectations and routines to all pupils and responding proactively and constructively to misbehavior through a graduated system of positive interventions.

Question 6

Fundamentals of RTI

Answer 6

Response to Intervention
The process for determining when more intensive levels of intervention are needed. Consists of three tiers: Primary Prevention, Secondary Prevention, and Tertiary Prevention.

Question 7

IDEA Definition of ED/BD

Answer 7

Emotional Disturbance: those who exhibit one or more of the following characteristics that adversely affect educational performance over a long period of time and to a marked degree:

1. inability to learn that cannot be explained by intellectual, health, or sensory factors.
2. inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
3. inappropriate types of behavior or feelings under normal circumstances.
4. a general pervasive mood of unhappiness or depression
5. a tendency to develop physical symptoms or fears associated with personal or school problems.

Question 8

Identification Process for students with ED/BD

Answer 8

In preschool and elementary there are a variety of screening techniques used to identify students with ED or BD.

1. Looking through the students’ school records (referrals, suspensions, grades, etc…)
2. Apply evidence based practices to see if they work.
3. Usually screening is based on teacher referral, and sometimes thats not accurate because the teacher just isn’t tolerant of the student behavior.

Question 9

What does ED stand for?

Answer 9

Emotional Disorder/Disturbance

Question 10

What does BD stand for?

Answer 10

Behavioral Disorder

Question 11

Primary Prevention

Answer 11

Tier One
Involves universal interventions that focus on enhancing protective factors in schools and are intended to prevent students from falling into risk. An example is the adoption of a developmental reading program that has been shown to be effective across numerous studies with a wide range of students, or a school wide plan for addressing student discipline that has demonstrated success in decreasing initial occurrences of problem behavior across multiple large-scall research studies.

Question 12

Secondary Prevention

Answer 12

Tier Two
Applied through targeted group intervention that consist of interventions and supports that are applied to individuals (a) for whom universal intervention strategies have not been effective or (b) who, because of the presence of risk factors, are at greater risk. Targeted interventions may be applied to individuals or in a group setting. It is important that the intervention is research based.

Question 13

Tertiary Prevention

Answer 13

Tier Three
Consists of intensive individualized interventions that target individuals with serious problems that constitute a chronic condition. Intensive intervention strategies are delivered through highly specialized services that are orchestrated by a team. An example of a function-based intervention plan is a BIP.

Question 14

What would the halls of an SWPBS school look like?

Answer 14

Posters of expectations, staff would be praising students who follow the expectations, and the staff would be giving students a positive behavior ticket or other written acknowledgement of appropriate behavior. Both staff and students would be able to tell you what the expectations are if asked.

Question 15

What are the critical features of SWPBS?

Answer 15

Outcomes must be meaningful, measurable, and achievable.
Data must be routinely collected on all students through the use of referrals, suspensions, expulsions, grades, test scores, etc…
Practices and interventions must be evidence-based at each tier of intervention,
Systems must be efficient for the staff to input and output data the facilitates flexible and meaningful visual displays of the data.

Question 16

Who is part of the SWPBS school-wide team?

Answer 16

1. Administrator
2. Representative group of teachers
3. One or more members of special services faculty
4. One or more parents
5. One or more students

Question 17

SWPBS coaches:

Answer 17

Coaches are two or more members of the SWPBS school-wide team.
They have 2 responsibilities:
1. They function as facilitators by holding the team accountable for developing an action plan, implementing items on the action plan by specified timelines, and stay true to the SWPBS content.
2. They serve as a link between SWPBS trainers and their school-wide team.

Question 18

How do SWPBS schools meet readiness requirements?

Answer 18

Vary state by state

1. A school administrator must commit to being an active participant of the team.
2. The team must ensure that SWPBS is one of the top 3 school priorities.
3. The team needs to secure 80% of the staff support, which is demonstrated by a staff vote.
4. The team must agree to invest in SWPBS for at least a period of 3-4 years.

Question 19

SWPBS and Professional Development Activities:

Answer 19

The SWPBS team meets with a state professional who schedules meetings and trains the team. Typically the training takes a full year.

Question 20

SWPBS: Identifying key outcomes and developing an action plan

Answer 20

The team brings current data to the training and based on the desired improvement the team will come up with the outcomes they would like to see. This includes outcomes with student social behavior, student academic behavior, and staff behavior. Then the action plan is developed which consists of training for year one and the implementation in at least the two following years.

Question 21

Adopting and developing products to implement and monitor evidence based practices in SWPBS:

Answer 21

The team learns about specific evidence-based practices that are proven to be effective. The team is also guided to develop products that will facilitate the implementation of each practice.

1. Rules-within-Routines matrix
2. Lesson plans and teaching schedule
3. Student recognition program w/ continuum of strategies.
4. Addressing inappropriate behaviors