SWPBS in Preschool: Training, Data, and Lessons Learned

This presentation will include a discussion of how School Wide Positive Behavior Support (SWPBS) was implemented in a University housed preschool, a review of the data that were collected, and a summary of the lessons learned from the research. Teachers and staff of the preschool were trained in SWPBS and Skillstreaming (McGinnis, 2012). In this four-part training participants learned the core tenets of PBS and how to implement it across the program. Implementation began at the start of the second semester. Fidelity of implementation data were collected using the School Wide Benchmarks of Quality Revised (BOQ-R; Kincaid, Childs, & George, 2010). In addition, child level data were collected using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008) and were used to identify challenging behaviors present in the classroom. Once behavior patterns were identified, the teachers were able to focus on specific skills for small groups of children. Small group instruction on social skills was facilitated using the Skillstreaming curriculum. Overall, fidelity data indicated rather low integrity; however, 13 of 17 children showed an increase in social skills, 14 of 17 children showed a decrease in challenging behaviors, and teachers and staff indicated SWPBS was an acceptable intervention