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Case Study: SWBPS

Jessica-Leigh Arnold

EDD 8050 Walden University

Systems Perspective

Michael W Vinella

October 26, 2023

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Case Study: SWBPS

Introduction

The purpose of School-Wide Positive Behavioral Interventions and Supports (SWPBS) is

to create a safe and supportive learning environment for all students. SWPBS is a proactive

approach to school discipline that focuses on teaching and reinforcing positive behaviors.

SWPBS is based on the principles, firstly all students can learn and succeed, secondly, positive

behavior is taught and reinforced, thirdly, students who are struggling with behavior are

provided with targeted support, and finally, that data is used to monitor and improve the

implementation of SWPBS (Harn, Chard, & Kame’enui, 2011).

Context

The goals of implementing SWPBS in Fallon, L. M., McCarthy, S. R., & Sanetti, L. M. H.

(2014) were to improve student behavior, reduce discipline referrals, suspensions, and

expulsions, and improve academic achievement. Fallon, L. M., McCarthy, S. R., & Sanetti, L.

M. H. (2014) did not mention who received SWPBS training. However, it is reasonable to

assume that all staff members in the SWPBS schools received some form of training on the

program. This is because SWPBS is a collaborative approach that involves all staff members in

teaching and reinforcing positive behaviors. Fallon, McCarthy, and Sanetti, (2014) stated

"SWPBS is a collaborative approach that involves all staff members in teaching and reinforcing

positive behaviors." SWBPS is all staff being part of the improvement plan to support students

and create a supportive environment.

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Input

Schools that implement SWPBS receive professional development. Professional development

for SWPBS implementation is attended by school administrators, teachers, and other staff

members as SWPBS is a whole school program. This professional development may cover

topics such as the SWPBIS framework, positive behavior support (PBS) strategies, data-driven

decision making, classroom management, and school-wide interventions. Fallon, McCarthy, and

Sanetti, (2014) state "SWPBS is a data-driven approach that uses data to monitor and improve

the implementation of the program." Professional development is key to ensure everyone can

interpret the data to make decisions.

Fidelity. In the study the SET was used to assess the implementation of the SWBPS

program. The SWPBS program was implemented in a comprehensive manner, meaning that the

program was implemented at all levels of the school, including the classroom, school-wide, and

district-wide levels. The program was sustained over time, it was a long-term commitment to

improving student behavior and academic achievement. Interviews were conducted specifically

asking about implementation of SWBPS (Fallon, et al 2014).

Impact. The study found that SWPBS was effective in improving student behavior and

academic achievement, especially for students from low-income families. This linked with

students from low-income families in the SWPBS schools also had higher test scores in math

and reading than students from low-income families in the control schools. Fallon, McCarthy,

and Sanetti, (2014) "The findings of this study suggest that SWPBS is a particularly effective

program for improving the behavior and academic achievement of students from low-income

families."
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The study found that students in the SWPBS schools had fewer discipline referrals,

suspensions, and expulsions than students in the control schools. Students in the SWPBS schools

had higher standardized test scores in math and reading than students in the control schools.

Replication, Sustainability, and Improvement. In this study SWBPS was sustained over

a long period of time, this shows its sustainability. SWBPS was also rolled out in many schools

reflecting its ability to be replicated with successful outcomes. Finally, is the improvement, due

to the use of data and data informed decisions SWBPS can also be revised and improved. Harn,

Chard, and Kame’enui (2011) stated "SWPBS is an evidence-based approach that has been

shown to be effective in improving student behavior and academic achievement." This allows

the SWBPS to be continuously developed and improved upon.

Grand City. Grand City can implement SWBPS to help improve test scores. SWBPS

showed a positive result in improving students’ academic achievement especially for students

from low socioeconomic families. Firstly, establishing a SWPBS team composed of

representatives from all stakeholders. The team will be responsible for developing and

implementing the SWPBS plan. The SWPBS plan should include the following components,

school’s behavioral expectations, teaching and reinforcing positive behaviors, responding to

negative behaviors, and data collection and monitoring.

It is important to get buy-in from all stakeholders before implementing SWPBS. This can

be done by educating them about the program and its benefits, and by gathering feedback on

how to best implement it. All staff members should be trained on the SWPBS framework and

PBS strategies. This training will help them to implement the SWPBS plan with fidelity.

Implement SWPBS in a phased approach, starting with a few pilot schools or classrooms.

This will help to ensure that the program is implemented with fidelity and that staff members
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have the time and support they need to be successful. The goals of SWPBS is to improve student

behavior and academic outcomes, reduce discipline referrals and suspensions, and create a safe

and supportive school climate. Making these changes would benefit the students of Chester

Middle School and their test scores.

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References

Fallon, L. M., McCarthy, S. R., & Sanetti, L. M. H. (2014). School-wide Positive Behavior

Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent

Implementation in Connecticut Schools. Education and Treatment of Children, 37(1), 1–

24. http://www.jstor.org/stable/44820715

Harn, B., Chard, D., & Kame’enui, E. (2011). Meeting Societies’ Increased Expectations

Through Responsive Instruction: The Power and Potential of Systemwide Approaches.

Preventing School Failure, 55(4), 232–239.

https://doi.org/10.1080/1045988X.2010.548416