Secondary Prevention in the Urban School: Implementing the Behavior Education Program

McCurdy, Barry L.; Kunsch, Catherine; Reibstein, Sally

doi:10.3200/psfl.51.3.12-19

Cited by 38 publications

(27 citation statements)

References 11 publications

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“…The first tier, primary prevention, focuses on support for all students before behavioral errors develop, and emphasizes (a) defining and teaching three to five school-wide behavioral expectations, (b) rewarding appropriate behavior on a regular schedule, (c) minimizing the natural rewards available for inappropriate behavior, (d) establishing a continuum of formal and predictable consequences for problem behavior, and (e) collecting and using data about student behavior to guide ongoing decision making (T. Scott, Anderson, & Alter, 2011;Sugai et al, 2009;Sugai & Lewis, 1999). The second tier, secondary prevention, includes highly efficient interventions that are implemented similarly for groups of students who are not responding to the primary prevention procedures (McCurdy, Kunsch, & Reibstein, 2007). Examples of secondary prevention approaches include First Step to Success (Walker et al, 2009;Walker, Severson, Feil, Stiller, & Golly, 1998), Check-in/Check-out (Crone, Hawken, & Horner, 2010), Check and Connect (Anderson, Christenson, Sinclair, & Lehr, 2004), and Social Skills Clubs (Lane et al, 2003;Powers, 2003).…”

Section: Swpbismentioning

confidence: 99%

Scaling Up School-Wide Positive Behavioral Interventions and Supports

Horner

Kincaid

Sugai

et al. 2013

Journal of Positive Behavior Interventions

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Scaling of evidence-based practices in education has received extensive discussion but little empirical evaluation. We present here a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade. Each state has been successful in establishing at least 500 schools using SWPBIS across approximately a third or more of the schools in their state. The implementation elements proposed by Sugai, Horner, and Lewis (2009) and the stages of implementation described by Fixsen, Naoom, Blase, Friedman, and Wallace (2005) were used within a survey with each element assessed at each stage by the SWPBIS coordinators and policy makers in the seven states. Consistent themes from analysis of the responses were defined and confirmed with the surveyed participants. Results point to four central areas of state “capacity” as being perceived as critical for a state to move SWPBIS to scale (administrative leadership and funding, local training and coaching capacity, behavioral expertise, and local evaluation capacity), and an iterative process in which initial implementation success (100–200 demonstrations) is needed to recruit the political and fiscal support required for larger scaling efforts.

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Section: Swpbismentioning

confidence: 99%

Scaling Up School-Wide Positive Behavioral Interventions and Supports

Horner

Kincaid

Sugai

et al. 2013

Journal of Positive Behavior Interventions

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“…Although a growing body of work supports the utility of Tier II interventions within a three-tiered framework, most studies focus on implementation within a single year (e.g., Carter & Horner, 2009;Hawken et al, 2007;McCurdy, Kunsch, & Reibstein, 2007). Research is needed to document outcomes across multiple years and to document the systems features that facilitate or inhibit successful implementation.…”

Section: Directions For Future Research and Practicementioning

confidence: 99%

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Anderson

Borgmeier

2010

Behav Analysis Practice

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To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity. School-wide positive behavior support provides a framework within which a continuum of evidence-based interventions can be implemented in a school. This framework includes three levels or tiers of intervention; Tier I (primary or universal), Tier II (secondary or targeted), and Tier III (tertiary or individualized) supports. In this paper we review the logic behind school-wide positive behavior support and then focus on Tier II interventions, as this level of support has received the least attention in the literature. We delineate the key features of Tier II interventions as implemented within school-wide positive behavior support, provide guidelines for matching Tier II interventions to school and student needs, and describe how schools plan for implementation and maintenance of selected interventions. Keywords: prevention, problem behavior in schools, school-wide positive behavior support, secondary interventions, Tier II interventions ABSTRACT T

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“…The research support for CICO is strong and comes largely from single-case research documenting functional relations between tbe implementation of CICO and a reduction in problem bebavior (Campbell & Anderson, 2008;Crone et al, 2010;Hawken, 2006;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;March & Horner, 2002;McCurdy, Kunsch, & Reibstein, 2007;Todd, Kaufman, Meyer, & Horner, 2008) …”

Section: Check-in/check-outmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2010

focusXchild

379

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As the field of education embraces the task of adopting evidence-based practices, ongoing discussion about the standards and format for determining whether an intervention is supported by data on its effectiveness will be appropriate. We propose here six criteria that may be useful in this discussion and .apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to Ijetter assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes.

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Secondary Prevention in the Urban School: Implementing the Behavior Education Program

Cited by 38 publications

References 11 publications

Scaling Up School-Wide Positive Behavioral Interventions and Supports

Scaling Up School-Wide Positive Behavioral Interventions and Supports

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Examining the Evidence Base for School-Wide Positive Behavior Support

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