Screen for and monitor children at risk of nonresponse to universal SWPBIS and target nonresponders for more intensive tiered interventions¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article recommends that, given demonstrated variation in SWPBIS responsiveness, "school personnel should screen for and carefully monitor c hildren at risk for nonresponse and target nonresponders for more i ntensive in terventions." Consistent with the tiered public health model, children who do not respond adequately to universal SWPBIS require targeted and individually tailored preventive interventions based on systematic assessment. The strategy operationalizes the article's finding that baseline risk profiles predict responsiveness.

Design Implications¶

Context¶

Requirements¶

• Systematic assessment to identify nonresponders to the universal (Tier 1) supports
• Additional resources in training, professional development, coaching, and program materials for selective and indicated programs

Constraints¶

• The intervention schools in the trial were only systematically trained in Tier 1 supports; more intensive selective and indicated prevention programs require more resources

Target Learners¶

• Elementary school children, particularly those in at-risk and high-risk baseline risk profiles

Target Learning Goals¶

• Reducing disruptive behavior problems and discipline referrals
• Reducing need for intensive school-based services such as counseling and special education referral

Affordances¶

• Swpbis Multitiered Prevention Framework

Claims¶

• Latent profile analysis of baseline teacher ratings identifies four classes of children's behavioral and social-emotional risk [+W]
• SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline [+W]
• At-risk children in SWPBIS schools are slightly less likely to receive an office discipline referral than at-risk peers in comparison schools (41.3% vs 46.5%, d = -0.13) [+W]

Related Strategies¶

• Response To Intervention
• Multi-Tiered System of Supports (MTSS)

Examples¶

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Key Sources¶

• Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings From a Randomized Controlled Effectiveness Trial. Journal of Educational Psychology. https://doi.org/10.1037/a0037630