[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-165026-en":3,"doc-seo-165026-105":30,"detail-sidebar-cat-1-en-105":97},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},165026,1374391975076,"Riley","https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",1,11,"Presentations","Integrating Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and Social-Emotional Learning (SEL) - Research Narrative - Professional Development Module","Integrating Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and Social-Emotional Learning (SEL) presents a prevention-oriented professional development module to help school professionals understand how the two approaches align in goals while differing in practice. It explains SWPBIS as an ABA-rooted, data-driven, multi-tier behavioral framework focused on arranging environments, teaching replacement behaviors, and reinforcing desired conduct, with Tier 1 emphasized. It also outlines SEL as a strengths-based approach grounded in developmental psychology and related theories, defining key competencies for classroom and discipline contexts.","Integrating Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and Social-Emotional Learning (SEL)\nLead Author: Dr. Sara Whitcomb\nUniversity of Massachusetts Amherst\nResearch Narrative Reviewed by: Dr. George Bear\nUniversity of Delaware & Delaware Positive Behavior Support Project\nPowerPoint Developed and Reviewed by: Dr. Sara Whitcomb (University of Massachusetts Amherst)\nAngela Harris, M.A., Sarah Hearn, M.Ed., and Laura Davidson, M.A.\n(University of Delaware & Delaware Positive Behavior Support Project)\nAudio Recorded by: Angela Harris, M.A.\nUniversity of Delaware & Delaware Positive Behavior Support Project\nFunding and Support from: The Delaware Department of Education through the Delaware Positive Behavior Support Project and the School Climate and Student Success Grant\n\u000f\nThe SWPBIS and SEL Approaches\nSchool-Wide Positive Behavioral Interventions and Supports (SWPBIS) and Social Emotional Learning (SEL) are coordinated and prevention-oriented approaches that support children’s healthy development. The primary goal of each approach is similar: the prevention of challenging behaviors and the promotion of wellness and positive social skills. However, there are fundamental differences between the two, which can make it a challenge for school professionals to “connect the dots” and integrate the two approaches.1,2 The purpose of this professional development module is to help school professionals deepen their understanding of these approaches, how they are complementary to one another, and how they can be integrated effectively and efficiently to enhance student learning and development.\nSWPBIS\nOverview. SWPBIS is a framework for structuring a school’s positive approach to discipline and developing an environment in which students are academically and socially skilled.  Rooted in Applied Behavior Analysis (ABA), SWPBIS is a scaled application of how professionals might work with individual children with challenging behaviors.3,4 It is similarly centered on teaching and reinforcing desired behaviors and measuring the extent to which desired behaviors increase and undesired behaviors decrease. Like ABA, SWPBIS relies on school professionals to effectively arrange the environment to prevent challenging behaviors from occurring (i.e., focus on antecedents), teach socially adaptive alternatives to challenging behaviors (i.e., directly teach replacement behavior), and reinforce students use of the socially desired behavior (i.e., use positive reinforcement). At a school-wide level, this application of ABA relies on adults to commit to implementing a common approach to arranging the learning environment and teaching and acknowledging appropriate behaviors and discouraging and managing challenging behaviors. Further, the implementation of SWPBIS practices is a data-driven approach, in which teams of school professionals regularly examine student outcome data as well as process data that indicate the extent to which practices are implemented.\nAccording to the Positive Behavioral Interventions and Supports Implementation Blueprint, 5 SWPBIS is synonymous with a multi-tiered behavioral framework or 3-tiered model of support. This prevention-oriented, tiered framework was borrowed from the field of public health and includes primary (universal), secondary (targeted), and tertiary (intensive) tiers of assessment and intervention, which increase in intensity with the level of student need. The focus of this professional training module is on integration of SWPBIS and SEL at Tier 1, which applies to all individuals across all school settings.\nImplementation. Implementation of SWPBIS is typically driven by 4 key, interactive elements---outcomes, practices, data, and systems.3 Given the Tier 1 focus in this module, these elements are defined in Table 1, with examples of what they “look like” at that level.\nTable 1. Definitions and Examples of Key Implementation Elements of SWPBIS\nEvidence Base. SWPBIS has the largest evidence-b","cbCaid6F4QBWABc7","https://ap.wps.com/l/cbCaid6F4QBWABc7","docx",176909,17,"English","en",105,"# The SWPBIS and SEL Approaches\n## SWPBIS\n### Overview\n### Implementation\n## SEL\n### Overview\n### Implementation","[{\"question\":\"What is the main purpose of integrating SWPBIS and SEL in this module?\",\"answer\":\"The module helps school professionals deepen their understanding of SWPBIS and SEL, how they complement each other, and how they can be integrated effectively to enhance student learning and development.\"},{\"question\":\"How does SWPBIS promote positive behavior across a school?\",\"answer\":\"SWPBIS structures a school-wide approach to discipline by arranging environments to prevent challenging behavior, directly teaching replacement behaviors, and reinforcing desired behavior, with implementation supported by regular review of outcome and process data.\"},{\"question\":\"What does Tier 1 focus on for SWPBIS and SEL integration?\",\"answer\":\"The module focuses on integration at Tier 1, applying practices to all individuals across all school settings rather than only students with the highest level of need.\"},{\"question\":\"What competencies does SEL emphasize in classroom management and school discipline?\",\"answer\":\"SEL emphasizes self-discipline-related competencies including responsible decision-making, self-management, social awareness, relationship development, and self-awareness, supported by development and prevention-oriented theory.\"}]","Integrating Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and Social-Emotional Learning (SEL) - 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