Question: How can PBIS be combined with other programs to address a broader set of student needs within the school environment?

Answer: Can PBIS be combined with other kinds of programs to address a broader set of behavioral or social/emotional needs within the school environment? My response is always yes. I think that there are a lot of connection points between PBIS and other evidence-based models, such as the social-emotional learning curriculum. For example, schools often will implement PBIS and get the tier one elements up in place, but then identify from their data that they have a need for other kind of programming, whether it be in the classroom to manage classroom behaviors more effectively or to promote other replacement skills as an alternative to the reductions in behavior problems that they are seeing within the classroom. We have been working collaboratively with some program developers and have created social-emotional learning curriculum and helped them connect those within the PBIS framework. In terms of steps in that process, my personal preference is to start with the PBIS framework because that allows you to get three-tiered logic in place, collect some data to discern where the problems are, develop teams to facilitate the process of implementation, and get general staff buy-in for the change process. Then through a separate buy-in process we can adopt another particular curriculum to address those needs. We usually frame the new program as being an extension of the PBIS model, rather than being a whole new initiative within the school. That way school staff see it more as an extension and collaborative effort, rather than something brand new. We often encourage schools to go through the similar buy-in process where they increase staff members’ awareness of the need for the program and what impact it will have on their classroom management or their use of classroom tools or strategies. Using the team framework that’s available through the PBIS model, they often take on the leadership for the implementation of the other program. Rolling it out by providing training and identifying some local exemplars, the classrooms for this model (are) connecting very well in demonstrating significant impacts (and are) very important for getting additional buy-in and contributing to the sustainability of the model. The ongoing data collection is critical for discerning areas of strength as well as areas for potential improvement in both the PBIS framework as well as the social-emotional learning curricula. So that speaks to the importance of monitoring things like implementation fidelity, school-wide and all the classrooms, both through self-reports as well as through outside observers, as that information can provide very critical feedback about performance. Ongoing data monitoring is helpful for looking at outcomes because that will also help you discern what kind of impact you are having on the students and whether the goals and integration process are being accomplished successfully. Having good partnerships are critical, whether they be with university partners, or community members, or family members are also essential for the successful implementation, integration of other programs.