Integrating Wraparound into a Schoolwide System of Positive Behavior Supports

Abstract

We describe the structure for implementation of the wraparound process within a multi-tiered system of school wide positive behavior support (SWPBS) to address the needs of the 1-5% of students with complex emotional/ behavioral challenges. The installation of prerequisite system features that, based on a 3 year demonstration process, we consider critical to full operation of the Tier 3 wraparound intervention within a system of SWPBS is also described. We include examples of system implementation benchmarks that occur concurrently with student outcome data and are logically linked to full operation and sustainability of wraparound implementation. Challenges surrounding implementation and proposed advancements are also discussed.

Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

“…Similarly, in the third level of support, intensive interventions, students who are not responding to the other two levels of interventions and thus are in need of individually designed supports are provided intensive individualized supports. Examples of intensive individualized supports include individual behavior support plans and wrap-around services (Eber, Hyde, & Suter, 2011;Newcomer & Lewis, 2004;Scott & Caron, 2005). Due to the substantial time required by these interventions, schools strive for full implementation of universal and targeted supports first so that less than 5% of the population need the intensive services.…”

Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.

“…In addition, given that academic problems are likely to co-occur with both physical and mental health difficulties (McLeod, Uemura, & Rohrman, 2012), collaborative care in schools will need to attend to the additional dimension of educational health (e.g., academic engagement and performance) in order to be effective and contextually relevant. The SMART Center is therefore committed to advancing models that support the development, evaluation, and scale-up service integration models across the fragmented domains of physical, mental, and educational health, and adapting existing collaborative care models where necessary to meet the needs of youth, families, providers, and school systems (Eber, Hyde, & Suter, 2011). …”

“…In addition, there is an extensive literature supporting the common Tier 3 strategy of using functional behavior assessment to inform the development of an individualized behavior intervention plan for students with serious emotional and behavioral disorders that impede their functioning in school and can disrupt the learning of other students. Finally, for youth with the most complex needs, there is an emerging literature demonstrating the potential for positive impacts of structured “Tier 3 wraparound” teams that coordinate care to address a child's needs across different areas of functioning and settings (Eber, Hyde, & Suter, 2011; Malloy, Drake, Abate, & Cormier, 2010). …”

Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders

“…Another area of progress related to comprehensive intervention is wraparound-an approach to intensive intervention that has been incorporated into multitiered systems of support for students with severe emotional and behavioral support needs (Eber, Hyde, & Suter, 2011). Wraparound, which first emerged from systems-of-care models in mental health, is a planning process in which teachers, family members, and community representatives come together as a team to develop, implement, and evaluate individualized support plans that build on a student's strengths to address their needs.…”