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 spellingWe explicitly teach them specific skills and support them to learn in a variety of ways including providing safe opportunities to practiceAnita DavidsonManager Wellbeing BehaviourDEPARTMENT 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 practiceSwimming, riding a bike, math, spelling etcIf 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 AchievementIntegratedElementsOUTCOMESSupportingDecisionMaking…DATASYSTEMSSupportingStaff Behaviour4PRACTICESOUTCOMES12SupportingStudent BehaviourDATASYSTEMSSupportingDecisionMaking SWISSupportingStaff BehaviourDEPARTMENT OF EDUCATION AND TRAININGPRACTICESSupportingStudent Behaviour3
4 SWPBS Is for all students (ASD, ADHD etc) Views the system, setting, or skill deficiency as the problemIdentifies and teaches replacement skills building capacity and relationshipsRelies 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 outcomesIdentifies and teaches replacement skills building capacity and relationshipsRelies primarily on positive approaches 4-1..Positive - NegativeHas a goal of sustained results achieved over time 3-5..Is developed by a collaborative team in each school Leader / Coach / staff / parent/s1 hour Introductory training – 80% uptake2 day coaches training1 day team trainingDEPARTMENT OF EDUCATION AND TRAINING
5 A three-tiered approach to prevention An emphasis on instruction SWPBS providesA three-tiered approach to preventionAn emphasis on instructionBehaviour Function PerspectivePositive approach from staffSustainabilityThree-tiered approach to PreventionPrimary (Universal), Secondary (Targeted Groups), and Tertiary (Individual)Instructional EmphasisTeach social skills the same as academic skills (and Physical Fitness)Functional PerspectiveAll behaviour is to meet a need FBAssSustainabilityUse of practical interventions, multiple approaches, and on-going data collectionDEPARTMENT OF EDUCATION AND TRAINING
6 CONTINUUM OF SWPBS & INTERVENTION SUPPORTS Tertiary Prevention:Top 1%FEWTertiary Prevention 3-5%Specialised IndividualisedSystems for Students with High-Risk Behaviour~5%SOMESecondary Prevention 15%Specialised GroupSystems for Students with At-Risk Behaviour~15%Primary Prevention 100%Whole School /Classroom-Wide Systems forAll Students,Staff, & SettingspyramidALL~80% of StudentsDEPARTMENT 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.OUTCOMESDisruptionbullyingRefusalstealingFighting / violenceDangerous behaviourLate to classswearingSYSTEMSDATAPRACTICES~15%~5%ALLSOMEFEWAll staff discuss behaviours and decide whether they should be managed by all staff or as Office Referrals.DisruptionbullyingRefusalstealingFighting / violenceDangerous behaviourLate to classSwearingThe number of referrals to the officeimmediately diminishes, as the expectationacross the school is aligned.The number of referrals to the officeimmediately diminishes, as the expectationacross 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 settingSet high, yet reasonable expectationsStated positively and succinctly…~15%~5%ALLSOMEFEWSet 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 - laterSet high, yet reasonable expectationsStated positively and succinctly…one word if possibleDEPARTMENT OF EDUCATION AND TRAINING
9 SWPBS – What does it look like? 3-5 School rules maximumClear ExpectationsEffective behaviour supportAppropriate student behaviour is taughtHigh ratio of positive feedback - at least 4:1~15%~5%ALLSOMEFEW3-5 School rules maximumClear Expectations for student behaviour are defined by a SWPBS team with all staff inputEffective behaviour support is implemented consistently by all staff and administrationAppropriate student behaviour is taughtPositive behaviours are publicly acknowledged at high rates (ratio of feedback given to positive and negative behaviours is at least 4:1)Eg B RespectfulB ResponsibleB Ready to learn
10 Expectations Defined & Taught OUTCOMESSYSTEMSDATA2. NATURAL CONTEXTTeaching MatrixSETTINGAll areasIn ClassPlaygroundsCanteen lineLibrary/Computer LabAssemblyBusBe respectfulBe responsibleBe ready to learnPRACTICES1. SOCIAL SKILLExpectations~15%~5%ALLSOMEFEWDiscuss grid
11 SWPBS – What does it look like? OUTCOMESSWPBS – What does it look like?SYSTEMSDATAPRACTICES3-5 School rules maximumClear ExpectationsEffective behaviour supportAppropriate student behaviour is taughtHigh ratio of positive feedback - at least 4:11. SOCIAL SKILL~15%~5%ALLSOMEFEWPlanning continuum
12 Data Based Decision Making OUTCOMESSYSTEMSDATAPRACTICESDATA is the KeySWISToilet storyWhat would this school’s priority area to target....in order to really plan we need to drill it down furtherExample 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%ALLSOMEFEWBehaviour has two broad functions:to get something, person or event or to escape/avoid something, person or eventDEPARTMENT OF EDUCATION AND TRAINING
15 Traditional Approach to Managing Challenging Behaviours Perception of noncomplianceMaintain/increasechallenging behavioursLook to“Control “or“Punish”~15%~5%ALLSOMEFEWTraditional approachStudent’s needsremainunaddressedApply consequence,Intervention oftenUsing a powerover student approach(Knoster and Lapos, 1993)DEPARTMENT OF EDUCATION AND TRAININGDEPARTMENT OF EDUCATION AND TRAINING
16 Effective Behaviour Support ChallengingbehaviourPerception of unmet needsPersonalgrowthimprovesself controlLook tounderstandneeds anddevelophypothesisReductions inchallenging behavioursby learning alternativeskillsImprovedQuality ofLife~15%~5%ALLSOMEFEWDesign/deliverprevention/interventionstrategies based onhypothesisEffective Behaviour Support based on Functional BehaviourMeet 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 behaviourRules for ALL StudentsSystems, settings, skills problemAlters environmentsReplaces undesired behaviour with a new behaviour or skillSupports teachers to teach appropriate skillsRewards appropriate behaviourGoal is to stop undesirable behaviour through the use of consequences or punishment~15%~5%ALLSOMEFEWCompare traditional discipline with PBSDEPARTMENT OF EDUCATION AND TRAINING
18 Whole School ApproachSchool Wide discipline is NOT achieved one student at a timeSuccessful individual student behaviour support is linked to host environments or schools that are effective, efficient, relevant, and durableHorner, Sugai and Horner 2002~15%~5%ALLSOMEFEWDEPARTMENT OF EDUCATION AND TRAINING
19 SWPBS – Expected Outcomes FEW\~3%~5%~6%SOME~15%ALLALL~80% of Students~91% of StudentsDEPARTMENT OF EDUCATION AND TRAINING
20 SWPBS – Schools in Queensland and Tasmania Reported;Improvement in student behaviour and general tone / climate of the schoolReductions of behaviour referrals or at least the reduction in the intensity of referralsDEPARTMENT OF EDUCATION AND TRAINING
21 Example of Cost benefit over 2 years using SWPBS Officer referral over 24months (Av 3 a day) = 1200If one office referral = 15 minutes of administrator time then1200 x 15mins = minutes= 300 hoursOfficer referral reduction across 24months = 1228If one office referral = 15 minutes of administrator time then x 15 = minutes = 307 hours = 51 daysOf administration time recovered and reinvested(not to mention multiple staff and time taken for writing up IBP/EAPs that there should be less ofCLASSROOM Teaching time etc)= 50 days to reinvestDEPARTMENT OF EDUCATION AND TRAINING
22 In conclusion - SWPBS is a team based approach Is a process that grows with the schoolNo two SWPBS plans look the sameIs Data Driven and evidence basedUses preventative strategies, explicit teaching, and reinforcement-based strategiesSchool 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 schoolNOT a warm and fuzzy....it is systematic and evidence-basedNOT limited to any particular group of students...it’s for all students..Not new... It’s based on a long history of practice and researchDEPARTMENT OF EDUCATION AND TRAINING
25 www.pbis.org www.swis.org School Wide Information Systems PBS TasmaniaQueenslandNT to come!!
26 QUESTIONSOur 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 onlyDay 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.