New starting par: School wide positive behavioral support is an approach to handling behavior problems, especially those involving students with special needs, developed by University of Oregon researchers. It that emphasizes four integrated elements:

1. Data for decision making,
2. Measurable outcomes supported and evaluated by data,
3. Practices with evidence that these outcomes are achievable and
4. Systems that efficiently and effectively support implementation of these practices. This approach to behavioral problems is strongly encouraged in the IDEA legislation.

Ripple Effects Whole Spectrum Intervention System includes all four of these elements: it provides a structure for, and in many cases, the actual process of, data collection as a basis for decision-making. Eleven years of outcome research has been vetted by panels of experts, leading to Model program status granted by the National Drop out Prevention Center, and pending from several other accrediting agencies. A multidisciplinary theory base underpins the practices that makes these outcomes achievable, and a set of implementation support systems includes live staff training, as well as software-based embedded coaching, web and phone support, RTI planning manuals, sample individual behavioral support plans. Direct delivery of the intervention, with both content and instructional methodologies right in the software, ensures fidelity to evidence-based practices throughout the program.

Whole School PBIS shares with many prevention programs, a model of a tiered system of supportive intervention: primary (now continue with line two to end of par 1)

In PBS implementations attention is focused on creating and sustaining primary (school-wide), secondary (at-risk groups), and tertiary (individual) systems of support that improve academic and lifestyle results (personal, health, social-emotional, family, work, recreation) for youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. Ripple Effects student and staff training programs are evidence based practices that enable successful and sustainable implementation and data monitoring of SWPBS on the primary, secondary and tertiary levels of intervention.

Ripple Effects programs can be used individually or in groups, in numerous contexts  (i.e., regular class, alternative school, advisory period, ISS) for the delivery of multiple, effective intervention strategies (i.e., behavior management plans, training in core social emotional competencies, self management programs). Click on the triangle or this link to see a summary chart for Ripple Effects contexts and intervention strategies. To insure effective implementation, Ripple Effects also provides three comprehensive implementation guides for the three levels of intervention for School-wide PBS.  Abridged versions of these guides can be downloaded from the respective primary, secondary and tertiary intervention pages.

Ripple Effects training and interventions:

• are proven effective in the three levels of intervention
• are easily individualized to each student,
• are culturally competent and reading independent
• allow cultural and site-specific adaptation without loss of fidelity to EBP
• enable accurate data monitoring and data reporting,
• are designed to supplement successful print based curricula that may be in use.

Three levels for staff as well
In addition to direct services to students, Ripple Effects for Staff delivers three levels of professional development for school staff, designed to build their capacity to reinforce, sustain and expand student learning.