Brief Biography

Dr. Sandra Hess Robbins is an assistant professor of early childhood and special education at the University of West Georgia. She is a graduate of Kent State University in Kent, Ohio. Sandra is a mother of two girls and lives in Villa Rica, Georgia. Lindsey Godwin is a special education major working as an undergraduate research assistant at the University of West Georgia. She is a graduate of Houston County High School in Warner Robbins, GA. Dr. Jessica Bucholz is an associate professor of special education at the University of West Georgia. She is a graduate of Florida Atlantic University in Boca Raton, Florida. Jessica is a foster parent for dogs and lives in Carrollton, Georgia.

Highest Degree of Presenter(s)

Dr. Robbins has Ph.D. in Special Education

Ms. Godwin is a senior in the Special Education program at UWG

Dr. Bucholz has an Ed.D. in Special Education

Presentation Abstract

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.

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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.