School wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support
Problem behavior is unfortunately a universal challenge in schools. While several evidence based strategies are widely available to address problem behavior, educators continue to rely on ineffective strategies including exclusionary options and fail to build comprehensive school wide systems necessary to truly realize effective intervention potential. A parallel challenge is to embed effective strategies at the first indication of risk to prevent problems from becoming chronic and intensive to the point specialized instruction is necessary. This chapter provides an overview of School wide Positive Behavior Support (SW PBS) within the context of building systems of early intervention/prevention that incorporate evidence based practices and the potential of SW PBS as a possible element of a social behavioral response to intervention (RTI) framework that might allow for an improved special education evaluation process under the Individuals with Disabilities Education Act category of seriously emotionally disturbed. The history and logic of SW PBS, essential features, research to date, and implications for practice are discussed.