Abstracts 2nd European SWPBS Pre-conference
Tim Lewis (University of Missouri (Columbia, US)
Is School-wide Positive Behavior Support an Evidence-based Practice?
Over two decades of research and evaluation efforts on SWPBS have led to multiple improvements in student behavior largely due to embedding previously validated practices within a school-wide framework. Recent work employing large scale randomized control trials affirms prior quasi-experimental outcomes such as reduction in problem behaviors and improvements in academic achievement. Using recent quality indicators developed by the U.S. Department of Education and the Council for Exceptional Children, the existing RCT literature was reviewed to determine if the “systems” of SW-PBS are evidence-based. Outcomes will be discussed.
1) become familar with the U.S. Department of Education and the Council for Exceptional Children quality indicators for evidence-based practices;
2) understand the level of empirical support through randomized control trials to date;
3) discuss issues and challenges on using current quality indicators to evaluation complex multi-component interventions.
Georganta Vasiliki & Elias Kourkoutas (University of Crete, Chania, Greece)
Implementation of SWPBS in a Primary School in Kandanos, Greece
School-wide Positive Behavior Support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence and academic performance. A growing body of research documents that SWPBS reduces problem behaviour, improves academics, and enhances the school social environment (e.g., McIntosh, Chard, Boland, & Horner, 2006). Τhis is why the staff of our school decided to support (SWPBS) practices adjusted in the curriculum of the previous school year. The current presentation describes the implementation of (SWPBS) in our rural primary school in Kandanos-Chania-Greece. The focus is on providing data and information regarding our teaching social competencies model/program and on (a) how PBS efforts were initiated in this specific school, (b) framework that a school team uses to guide the implementation of relative practices, (c) changes in behavior of students, in school culture, and in school climate, (d) evaluation of the fidelity of the system at the end of the school year. Our findings were that improvement in implementation were evident between baseline at the end of the school year. Results showed decreased levels of problem behavior and decreased numbers of students at risk for significant behaviour challenges. On the other hand, our outcomes indicate the effectiveness of SWPBS in improving academic achievement and in creating positive school climate and better relationships between stakeholders and students.
Looking further, implementing (SWPBS) in our school we supported common philosophy and purpose between students and teachers facing with the same way of thinking the difficulties which occur daily in school environment. Also, it is clear that we needed time to be able to run the specific innovative system successfully and we realized that it is essential to involve of a supportive leadership team and staff willing to participate and to be educated about SWPBS strategy.
1. share evidence-based specific practices in implementation of SWPBS;
2. identify the importance of implementation in school-wide outcomes for student learning and behavior;
3. adopt different strategies for teaching social skills in classroom;
4. identify the specific barriers and strategies that increase implementation rates at the primary school level.
Brenda Scheuermann (Texas State University, Texas, US)
Initial Development and Field-Testing of the Facility-Wide Tiered Fidelity Inventory for Alternative Programs
Many juvenile justice and residential programs for youth in the U.S. are adopting PBIS to improve short- and long-term outcomes for youth, and to provide staff with more effective tools for managing challenging behaviors that are characteristic of youth in these settings.
My colleagues and I have demonstrated the viability of applying the PBIS framework in alternative settings, and the adaptations necessary to accommodate the unique nature of these settings. An important element of PBIS implementation is assessment of fidelity, and multiple tools are available for monitoring all tiers of PBIS in traditional schools. However, those fidelity assessments do not capture the unique structure and organization of residential and juvenile justice programs.
In this presentation I will describe efforts to adapt two fidelity assessments for use in residential and juvenile justice settings. I will focus on my work in development, initial validation, and field-testing of the Facility-Wide Tiered Fidelity Inventory, an adaptation of the School-wide TFI. These data have been gathered in alternative settings in the U.S. for the past year, part of a larger FW-TFI validation initiative. In addition, I will discuss initial work to adapt the Team Implementation Checklist for PBIS team self-assessment in alternative settings.
1) describe unique characteristics of alternative settings compared to traditional schools;
2) describe the processes undertaken for content validation of the FW-TFI and TIC;
3) describe data gathered from initial field-testing activities of the FW-TFI and TIC;
4) identify critical issues in adapting fidelity instruments for alternative settings.
Antonella Chifari, Giuseppe Chiazzese, Gianluca Merlo, Eleonora Mariscalco, & Luciano Seta (Consiglio Nazionale delle Ricerche Istituto per le Tecnologie Didattiche - Palermo, Italy)
The BASE application: An evidence-based support tool to promote a digitally assisted school-wide intervention
This contribution presents a first version of the BASE application prototype, a Web-based responsive application based on the Positive Behaviour Support (PBS). The BASE software expands the functionalities included in the previous WHAAM service (Web Health Application for ADHD Monitoring) with the aim to create a versatile application able to promote transversal functionalities for a large field of intervention at the three tiers of PBS. In particular, it allows users to create specific assessment tools to support an evidence based behavioural observation process. According to the key principles of PBS, the BASE application includes functionalities that support the creation of measures for the direct (i.e. systematic observation, ABCs, etc.) and indirect observation (i.e. rating, emotional thermometer, or visual analogue scales); the collection of data according to the defined measurement tools; the statistical evaluation of the effect of the interventions linked to the systematic direct observation data.
The targets of the application are PBS Team members, teachers and students. They will be supported to perform a continuous, realistic, timetable and feasible monitoring of the ongoing educational behavioural processes at school. Teachers will take advantage of the opportunity to access evidence-based features that help them to evaluate the efficacy of PBS and students will have a clear view of their behavioural improvements according to the expectation matrix of values.
1) discuss the advantages of adopting a digital Evidence-Based observation practice for supporting the behavioral management of children in their life contexts;
2) introduce learners in a digital assisted Functional Behavioral Assessment, adopting a system like the WHAAM service;
3) learn the BASE application for exploring the advantages of a new evidence-based tool, that aims to support the promotion of a digitally assisted school-wide intervention.
Peter Baker (Tizard Centre, University of Kent - Canterbury, UK)
Post incident support of staff dealing with challenging behavior
The psychological wellbeing of staff who are exposed to challenging behaviour when supporting people with intellectual disabilities is complex and only partially understood. Although there is evidence that some direct support staff report working with people who present challenging behaviour find this stressful, this is by no means a straightforward linear relationship, with some research suggesting that characteristics of the work environment rather than the behaviour of the individuals they support have more influence.
Employers have a responsibility to maintain the wellbeing of their workforce. Furthermore, the link between any emotional impact of the challenging behaviour and the staff member’s ability to provide appropriate positive behavioural support (PBS) and the potential for these emotional states to precipitate and maintain staff behaviours that may in turn reinforce the challenging behaviour of the person with an intellectual will be argued.
This paper will give an introduction to a literature on pre & post incident support and present data from UK school staff working in areas where there are high reported incidents of challenging behaviour. These data indicate concerning levels of trauma type responses. Implications for best practice in maintaining staff psychological welfare pre and post incidents will be discussed.
1) have an understanding of the importance of staff psychological welfare in the context of delivering positive behaviour support;
2) understand the implications of traumatised staff working with people with people with intellectual disabilities who present challenging behaviour;
3) be able to identify best practice in supporting the psychological wellbeing of staff working with people who present challenging behaviour.