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SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT SWPBS

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Presentation on theme: "SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT SWPBS"— Presentation transcript:

1 SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT SWPBS
HISTORY A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behaviour to reinforcing desired, positive behaviours of children in the classroom. With its foundation in functional behaviour assessment (FBA), positive behaviour support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services internationally. If a child has difficulty with spelling We explicitly teach them specific skills and support them to learn in a variety of ways including providing safe opportunities to practice Anita Davidson Manager Wellbeing Behaviour DEPARTMENT OF EDUCATION AND TRAINING

2 If a child has difficulty with Swimming, riding a bike, math, spelling etc
We explicitly teach them specific skills and support them to learn in a variety of ways including providing safe opportunities to practice Swimming, riding a bike, math, spelling etc If a child has difficulty with behaviour, there are consequences but Do we consistently provide explicit teaching of specific skills and support them to learn in a variety of ways including providing safe opportunities to practice????

3 Supporting Social Competence &
Academic Achievement Integrated Elements OUTCOMES Supporting Decision Making… DATA SYSTEMS Supporting Staff Behaviour 4 PRACTICES OUTCOMES 1 2 Supporting Student Behaviour DATA SYSTEMS Supporting Decision Making SWIS Supporting Staff Behaviour DEPARTMENT OF EDUCATION AND TRAINING PRACTICES Supporting Student Behaviour 3

4 SWPBS Is for all students (ASD, ADHD etc)
Views the system, setting, or skill deficiency as the problem Identifies and teaches replacement skills building capacity and relationships Relies primarily on positive approaches 4-1.. Has a goal of sustained results achieved over time 3-5.. Is developed by a collaborative team in each school… Is for all students (Indigenous, ASD, ADHD etc) Views the system, setting, or skill deficiency as the problem and adjusts the system, setting or skill in order to produce positive outcomes Identifies and teaches replacement skills building capacity and relationships Relies primarily on positive approaches 4-1..Positive - Negative Has a goal of sustained results achieved over time 3-5.. Is developed by a collaborative team in each school Leader / Coach / staff / parent/s 1 hour Introductory training – 80% uptake 2 day coaches training 1 day team training DEPARTMENT OF EDUCATION AND TRAINING

5 A three-tiered approach to prevention An emphasis on instruction
SWPBS provides A three-tiered approach to prevention An emphasis on instruction Behaviour Function Perspective Positive approach from staff Sustainability Three-tiered approach to Prevention Primary (Universal), Secondary (Targeted Groups), and Tertiary (Individual) Instructional Emphasis Teach social skills the same as academic skills (and Physical Fitness) Functional Perspective All behaviour is to meet a need FBAss Sustainability Use of practical interventions, multiple approaches, and on-going data collection DEPARTMENT OF EDUCATION AND TRAINING

6 CONTINUUM OF SWPBS & INTERVENTION SUPPORTS
Tertiary Prevention: Top 1% FEW Tertiary Prevention 3-5% Specialised Individualised Systems for Students with High-Risk Behaviour ~5% SOME Secondary Prevention 15% Specialised Group Systems for Students with At-Risk Behaviour ~15% Primary Prevention 100% Whole School / Classroom- Wide Systems for All Students, Staff, & Settings pyramid ALL ~80% of Students DEPARTMENT OF EDUCATION AND TRAINING

7 Staff List All Inappropriate Behaviours
All staff discuss behaviours and decide whether they should be managed by all staff or as Office Referrals. OUTCOMES Disruption bullying Refusal stealing Fighting / violence Dangerous behaviour Late to class swearing SYSTEMS DATA PRACTICES ~15% ~5% ALL SOME FEW All staff discuss behaviours and decide whether they should be managed by all staff or as Office Referrals. Disruption bullying Refusal stealing Fighting / violence Dangerous behaviour Late to class Swearing The number of referrals to the office immediately diminishes, as the expectation across the school is aligned. The number of referrals to the office immediately diminishes, as the expectation across the school is aligned. DEPARTMENT OF EDUCATION AND TRAINING

8 SWPBS – School Rules (ALL)
Set 3-5 overarching expectations which apply to “all people in all settings” Determine how these expectations will look in each setting Set high, yet reasonable expectations Stated positively and succinctly… ~15% ~5% ALL SOME FEW Set 3-5 overarching expectations which apply to “all people in all settings” often rules are written for the pointy end…. Determine how these expectations will look in each setting using a matrix - later Set high, yet reasonable expectations Stated positively and succinctly…one word if possible DEPARTMENT OF EDUCATION AND TRAINING

9 SWPBS – What does it look like?
3-5 School rules maximum Clear Expectations Effective behaviour support Appropriate student behaviour is taught High ratio of positive feedback - at least 4:1 ~15% ~5% ALL SOME FEW 3-5 School rules maximum Clear Expectations for student behaviour are defined by a SWPBS team with all staff input Effective behaviour support is implemented consistently by all staff and administration Appropriate student behaviour is taught Positive behaviours are publicly acknowledged at high rates (ratio of feedback given to positive and negative behaviours is at least 4:1) Eg B Respectful B Responsible B Ready to learn

10 Expectations Defined & Taught
OUTCOMES SYSTEMS DATA 2. NATURAL CONTEXT Teaching Matrix SETTING All areas In Class Playgrounds Canteen line Library/ Computer Lab Assembly Bus Be respectful Be responsible Be ready to learn PRACTICES 1. SOCIAL SKILL Expectations ~15% ~5% ALL SOME FEW Discuss grid

11 SWPBS – What does it look like?
OUTCOMES SWPBS – What does it look like? SYSTEMS DATA PRACTICES 3-5 School rules maximum Clear Expectations Effective behaviour support Appropriate student behaviour is taught High ratio of positive feedback - at least 4:1 1. SOCIAL SKILL ~15% ~5% ALL SOME FEW Planning continuum

12 Data Based Decision Making
OUTCOMES SYSTEMS DATA PRACTICES DATA is the Key SWIS Toilet story What would this school’s priority area to target....in order to really plan we need to drill it down further Example from SWIS - BM of SAMS

13 OUTCOMES SYSTEMS DATA PRACTICES Violence and fighting Non Compliance
Do you see a corellation from the previous slide?

14 A function based approach
Practically all behaviour serves a purpose of “function” in the environment in which it occurs. Behaviour has two broad functions: to get something, person or event or to escape/avoid something, person or event ~15% ~5% ALL SOME FEW Behaviour has two broad functions: to get something, person or event or to escape/avoid something, person or event DEPARTMENT OF EDUCATION AND TRAINING

15 Traditional Approach to Managing Challenging Behaviours
Perception of noncompliance Maintain/increase challenging behaviours Look to “Control “or “Punish” ~15% ~5% ALL SOME FEW Traditional approach Student’s needs remain unaddressed Apply consequence, Intervention often Using a power over student approach (Knoster and Lapos, 1993) DEPARTMENT OF EDUCATION AND TRAINING DEPARTMENT OF EDUCATION AND TRAINING

16 Effective Behaviour Support
Challenging behaviour Perception of unmet needs Personal growth improves self control Look to understand needs and develop hypothesis Reductions in challenging behaviours by learning alternative skills Improved Quality of Life ~15% ~5% ALL SOME FEW Design/deliver prevention/ intervention strategies based on hypothesis Effective Behaviour Support based on Functional Behaviour Meet needs in a more socially acceptable manner (Effective Behaviour Support Knoster & Lapos, A Different Path. DEPARTMENT OF EDUCATION AND TRAINING

17 ALL Traditional Discipline Positive Behaviour Support SOME
Rules written for top 20% Focused on the student’s problem behaviour Rules for ALL Students Systems, settings, skills problem Alters environments Replaces undesired behaviour with a new behaviour or skill Supports teachers to teach appropriate skills Rewards appropriate behaviour Goal is to stop undesirable behaviour through the use of consequences or punishment ~15% ~5% ALL SOME FEW Compare traditional discipline with PBS DEPARTMENT OF EDUCATION AND TRAINING

18 Whole School Approach School Wide discipline is NOT achieved one student at a time Successful individual student behaviour support is linked to host environments or schools that are effective, efficient, relevant, and durable Horner, Sugai and Horner 2002 ~15% ~5% ALL SOME FEW DEPARTMENT OF EDUCATION AND TRAINING

19 SWPBS – Expected Outcomes
FEW \ ~3% ~5% ~6% SOME ~15% ALL ALL ~80% of Students ~91% of Students DEPARTMENT OF EDUCATION AND TRAINING

20 SWPBS – Schools in Queensland and Tasmania
Reported; Improvement in student behaviour and general tone / climate of the school Reductions of behaviour referrals or at least the reduction in the intensity of referrals DEPARTMENT OF EDUCATION AND TRAINING

21 Example of Cost benefit over 2 years using SWPBS
Officer referral over 24months (Av 3 a day) = 1200 If one office referral = 15 minutes of administrator time then 1200 x 15mins = minutes = 300 hours Officer referral reduction across 24months = 1228 If one office referral = 15 minutes of administrator time then x 15 = minutes = 307 hours = 51 days Of administration time recovered and reinvested (not to mention multiple staff and time taken for writing up IBP/EAPs that there should be less of CLASSROOM Teaching time etc) = 50 days to reinvest DEPARTMENT OF EDUCATION AND TRAINING

22 In conclusion - SWPBS is a team based approach
Is a process that grows with the school No two SWPBS plans look the same Is Data Driven and evidence based Uses preventative strategies, explicit teaching, and reinforcement-based strategies School Team involved in leadership and coaching is the key to the process.... DEPARTMENT OF EDUCATION AND TRAINING

23 SWPBS is NOT... NOT a specific package or curriculum – it is a few core features that may look different in each individual school NOT a warm and fuzzy....it is systematic and evidence-based NOT limited to any particular group of students...it’s for all students.. Not new... It’s based on a long history of practice and research DEPARTMENT OF EDUCATION AND TRAINING

24

25 www.pbis.org www.swis.org School Wide Information Systems PBS
Tasmania Queensland NT to come!!

26 QUESTIONS Our school already has a positive behaviour program eg (You Can Do It, FSF etc) Do we need to drop this in order to have SWPBS? How is training organised and who needs to attend? How do we get SWPBS? Our school already has a discipline program. Do we need to drop this in order to have SWPBS? Not necessarily. Implementing SWPBS with integrity will enable you to objectively evaluate your present program. There may be parts of the present program you will need to keep and parts of it you will need to discard. How is the training organised and who needs to attend? Each phase of the training is spread over 3 days in any given year. Day one is for coaches only Day 2-3 are for the school teams and their coaches together. All team members, including the principal should attend both days of the team training.


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