Wraparound and PBIS: What's the Connection in Illinois?
By Lucille Eber, Revised September 2005
How does Wraparound support PBIS? PBIS provides a process for schools to address the behavior needs of all students with consistent, research-based practices and data-based strategies at a building level. Wraparound is a process for developing effective individualized plans for students who need more than school-wide (universal) or targeted interventions. As PBIS schools establish effective universal systems for the 80-90% of students in their buildings, they become ready to design and implement effective plans for students who require more in order to succeed. The wraparound approach is part of the PBIS system as it offers a means for schools to succeed with students who need an individualized comprehensive plan that crosses home, school, and community.
How does PBIS Support Wraparound? The wraparound process is a tool that helps create the ownership and clarity about behavior change that is needed to improve outcomes for students, and their families and teachers. Wraparound supports students and their families by coordinating interagency supports and services with effective behavior, academic, and social interventions. Positive behavior supports and effective academic strategies are important components of wraparound plans; a functional assessment process is often needed to guide the team in designing interventions.
Wraparound and Targeted Interventions for the 5-15%. Wraparound can be integrated into school-based planning for students with special needs, regardless of special education label or multi-agency involvement. Bringing families, friends, and other natural support persons together with teachers, behavior specialists and other professionals involved with the student and family can be done for students at first indication of need. Per the PBIS model, these would include students whose needs aren't meet through universal interventions and are at-risk of developing emotional/behavioral problems (the 5-15%). The strength-based, needs-driven wraparound approach, along with positive behavior support plans and effective academic interventions are integrated through early intervention teams for these students. These students can be targeted for interventions based-on a review of school wide data (i.e. frequent office referrals, tardies, absences, incident reports) or through referral by a teacher, parent or other caregiver to an early screening team at a school or local agency. By using a wraparound approach at the
targeted intervention level, teams can ensure that family, student, and teacher voices guide the interventions. As family/teacher needs and areas of concern are strategically linked to strengths in the student, themselves and others around them, effective behavior, social, and instructional interventions are more likely to be implemented. Informal supports or access to community-based services may be part of early intervention plans as well.
Wraparound and Intensive Interventions for the 1-7%. The team-based, family-centered wraparound process is recommended for all students with chronic and intensive emotional/behavior problems. This includes students that warrant a comprehensive, coordinated plan that crosses home, school, and community. A wraparound approach can ensure that the efforts of families, teachers, other caregivers and service providers are linked through one consistently implemented carefully monitored service plan.
The wraparound process helps ensure the development of a cohesive team of family members, natural support providers, and professionals. Interventions designed and applied within the context of those closest to the student allows for ownership around success to students, families, teachers, and others involved in the day-to-day life of young people. Therefore, the likelihood of interventions being applied effectively, monitored, and revised as needed to ensure sustainable of outcomes across home, school, and community is increased greatly.