Systems Change with School-Wide Positive Behavior Supports: Iowa's Work in Progress – Article Example

The paper "Systems Change with School-Wide Positive Behavior Supports: Iowa's Work in Progress" is an exceptional example of an educational article review.
This article describes the 3-year experience of Iowa State of establishing School-Wide Positive Behavioral Supports. Iowa has started implementing SWPBS in 2002. Overall, the model of SWPBS that was adopted in Iowa was focused on prevention, active instruction and research-based practices.
This article focused on whether the schools can adopt SWPBS with fidelity, whether SWPBS has an effect on children’s behaviors at schools, and how SWPBS affects school’s ability to implement more intensive and individualized behavior programs. To answer the first question, two measures, School-Wide Evaluation Tool (SET), and the Team Implementation Checklist (TIC) were used. The SET was used to evaluate the critical components of SWPBS each academic year by an outside observer. The SET was a working instrument that helped the observer provide the feedback to school about their implementation level of the program. The TIC was a self-assessment measure of fidelity in each school site. It provided a percentage of implementation of each important component of universal SWPBS. The data indicate that schools were implementing SWPBS with the mean score of SET above 80% after a year or two of implementing the program, which signifies a high level of fidelity. The TIC data shows a steady progress in the implementation of SWPBS with 80% level of implementation for most schools in Cohort 1, except one school with the implementation level of 70%.
To answer the question of problem behavior patterns, the office referrals data (ORD) per day per 100 students in each school was used. The data shows an increase in ORDs in Cohort 2 schools and a decrease of 42% in ORDs in Cohort 1 and Cohort 3 schools. The authors showed that the decrease in ORDs also was related to the increase in school time, which was a positive benefit viewed by many school administrators.
Finally, to answer the third questions, focus groups consisting of parents, community leaders, and staff were held. The authors state that due to the implementation of SWPBS, the awareness of the importance of providing more intense behavior supports for students with severe emotional and behavioral problems is growing. The authors provide some arguments why SWPBS is important and why developing individualized behavior programs is important for some students. The plans for connecting SWPBS to these individualized programs are discussed in the article. Overall, the authors report positive results of implementing SWPBS in Iowa.