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SWPBS Background

Background information about the SWPBS model

mguerreiro
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SWPBS Background

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  1. What Science Has Taught Us… • Children are NOT born with “bad behaviors” • Students do NOT learn when presented contingent aversive consequences • Children DO learn better ways of behaving by being taught directly and receiving positive feedback!

  2. Societal Changes Placing Children At Risk • Increasing Use of Drugs • Domestic Abuse and Neglect • Severe Social Conflict (Gangs) • Increased Violence in Communities and Schools

  3. Contributing Factors • Child Characteristics • ADHD • Difficult Temperament • Home • Parent-child interactions/ language development • Harsh, ineffective parenting style • Family disintegration • Family history of high risk behavior • Community • Poverty • Access to firearms • Neighborhood violence/ crime

  4. School Practices that Contribute to Disruptive Behavior • Unclear rules and policies • Weak, inconsistent staff support of rules • Over reliance on punishment • Academic failure experiences • Lack of understanding, failure to respond appropriately to cultural differences • Misuse of behavior management • Failure to teach positive interpersonal skills • Failure to adequately supervise/ monitor student behavior • Zero tolerance

  5. School Response… • Control • Metal detectors • Cameras • Containment • Alternative school • Punishment • Exclusion Indicators of School Crime and Safety, IES (2006)

  6. Problems with Punishment • Overused and Ineffective • Provides Short-Term Effects • Leads to Escape and Avoidance • Truancy • Tardiness • Behaviors Leading to Suspension

  7. Research on Suspension • No Studies Support Use of Suspension to Positively Affect Behavior • 30%-50% of All Suspensions Are Due to Repeat Offenders, Suggesting • Suspension Not Effective • Suspension May Be a Reinforcer

  8. What do we do???Successful Programs... • Alter School Climate • Promote Interventions That Are • Empirically-Based • “User-Friendly” • Provide Teachers OngoingTraining & Support

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