1 Overview of Schoolwide Positive Behavioral Interventions and Supports
Systems
Data
Problem-Solving Model at Tier One
Summary
Outcomes
Practices
Systems
Data
Problem-Solving Model at Tier Two
Summary
Outcomes
Practices
Systems
Data
Problem-Solving Model at Tier Three
Summary
Implementing SWPBIS
Planning for Change
Designing and Implementing Tier One
Designing and Implementing Tiers Two and Three
Structuring Teams
Ensuring Effective Teams
Sustaining the System
Dealing with Interruptions in Implementation
Summary
6 Case Examples of Schools Using SWPBIS
Meador Elementary School
Kennedy Middle School
Summary
Appendix A: Tier Two Interventions Template
Blank Template of Menu of Tier Two Interventions
Appendix B: Functional Behavior Assessment Interview
Brief Functional Behavior Assessment Interview
About the Authors
Jason E. Harlacher, PhD, is a consultant, researcher, and adjunct professor with over twelve years of experience in education. He works full time as a Multi-Tiered System of Supports (MTSS) Specialist with the Colorado Department of Education (CDE). Prior to joining CDE, Dr. Harlacher worked as a school psychologist, a response to intervention (RTI) consultant, and the state director for positive behavior support of Nevada (now Nevada PBIS). He is the sole author of Designing Effective Classroom Management and a coauthor of Practitioner’s Guide to Curriculum-Based Evaluation in Reading. He presents nationally on schoolwide prevention models and has published articles on RTI, social-emotional learning, and classroom interventions. Dr. Harlacher earned a bachelor’s degree in psychology from Ohio University, a master’s degree in school psychology from Utah State University, and a doctorate in school psychology from the University of Oregon.
Billie Jo Rodriguez, PhD, NCSP, BCBA, is a practicing school psychologist, district positive behavior support coach, and adjunct professor with over eleven years of education experience. She currently works for Springfield Public Schools and teaches coursework in special education and school psychology at the University of Oregon. She has sixteen peer-reviewed publications in refereed journals as well as ten additional publications in the areas of Multi-Tiered System of Supports, (MTSS), functional behavior assessment and support planning, and Positive Behavioral Interventions and Support (PBIS). Prior to joining Springfield Public Schools as a school psychologist and Positive Behavior Support coach, Dr. Rodriguez worked as an assistant professor in school psychology at the University of Texas at San Antonio and as a behavior specialist for Clackamas Education Service District. Dr. Rodriguez has served on a team coordinating Tier Two and Three PBIS supports for a state-funded Oregon Department of Education grant, has served on the Oregon Coaches’ Network, and has participated in the Texas Behavior Support network. Dr. Rodriguez presents nationally in the areas of MTSS, functional behavior assessment and intervention development, and PBIS. She earned a bachelor’s degree in psychology from the University of Central Arkansas, a master’s degree in special education from the University of Oregon, and a doctorate in school psychology, also from the University of Oregon.
Introduction
