SWPBSSchool-Wide Positive Behavior Support
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Baseline conditions consisted of "business as usual." Students were taught the SWPBS expectations during the first month of school and during both baseline phases, Ms.
The primary developers of SWPBS are Rob Horner and George Sugai.
Traditional school-based models of behaviour management have focused on inappropriate behaviour and how to eliminate it; SWPBS focuses on appropriate behaviour and how to encourage more of it.
Fundamentally, the successful adoption of any systems-level initiative, including SWPBS, requires the support and active participation of stakeholders within the school system to restructure current schoolwide practices.
The process of implementing SWPBS takes place in three stages: pre-implementation, implementation, and maintenance.
This school implemented social skills instruction as part of their SWPBS program for the past 7 years.
Although there are no known studies empirically examining the aforementioned questions, some answers can be gleaned from the literature related to implementation of School-Wide Positive Behavior Support (SWPBS).
Alternatively, investigators working within the PBS framework have developed a comprehensive approach to prevent challenging behavior, school-wide positive behavior support (SWPBS) (Anderson & Kincaid, 2005; Sugai & Horner, 2002).
School-wide Positive Behavior Support (SWPBS; Horner, Sugai, Todd, & Lewis-Palmer, 2005) is an emerging evidence-based approach that includes as its foundation a universal system of support for all students.
In general, beginning to plan for comprehensive SWPBS will require team members to dedicate more time in the initial stages as they outline the procedures for their school and solicit feedback from the groups they represent.