WHS blends PBIS, RtI, and explicit instruction principles

Design · All designs
Evidence · no claims cited

Description

WHS purposefully blends three evidence-based practices: positive behavior interventions and supports (PBIS), response to intervention (RtI), and explicit instruction (EI). PBIS contributes defining expected behaviors, teaching what those behaviors look like, rewarding students, and using continuously collected data. RtI contributes the multi-tiered logic of universal instruction with secondary and tertiary supports. EI contributes careful example selection and sequencing, modeling, adequate pacing, frequent opportunities to respond and practice, and error correction.

Design Implications

Context

Requirements

• Effective social skills instruction consists of distinct phases: acquisition, fluency building, and generalization

Constraints

• Many social skills curricula focus on skill acquisition but neglect fluency building and generalization

Target Learners

• K-3 elementary school students

Learning Goals

• Prosocial classroom behaviors and social skills associated with school success

Claims

Related Designs

Examples

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Key Sources

• Marquez, B., Marquez, J., Vincent, C. G., Pennefather, J., Sprague, J. R., Smolkowski, K., & Yeaton, P. (2014). The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students. Education and Treatment of Children, 37(1), 137-161.

Page metadata

Field	Value
type	design
id	whs-evidence-based-practice-blend
title	WHS blends PBIS, RtI, and explicit instruction principles
description	WHS purposefully blends three evidence-based practices: positive behavior interventions and supports (PBIS), response to intervention (RtI), and explicit instruction (EI).
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — marquez-2014

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