1. SWPBS - School Wide Positive Behaviours Support

2. School Wide Positive Behaviour Support (SWPBS)
SWPBS is the redesign of environments, not the redesign of individuals.

3. 2. “a broad range of systemic & individualised strategies for achieving important social & learning outcomes while preventing problem behaviour with all students.”

4. 4. Adjusts systems and settings and improves skills
3. Views the system, setting, or skill deficiency as the problem
4. Adjusts systems and settings and improves skills
5. Identifies and teaches replacement skills and builds relationships
6. Relies primarily on positive approaches
7. Has a goal of sustained results achieved over time
8. Is developed by a collaborative team
(Sugai, 2005)

5. Emphasis On Prevention
Primary
Reduce new cases of problem behaviour
Secondary
Reduce current cases of problem behaviour
Tertiary
Reduce complications, intensity, severity of current cases

6. Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOUR
SUPPORT
~5%
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behaviour
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

7. What Do SWPBS Schools Look Like
>80% of students can tell you what is expected of them & give behavioural example
Taught, actively supervised, practiced, & acknowledged.
Positive adult-to-student interactions exceed negative
Evidence based practices are being used
Function based behaviour support is foundation for addressing problem behaviour.

8. Data Sources EBS Survey School-wide Evaluation Tool (SET)
Office Discipline Referral Patterns
Academic Achievement
Referrals to Specialist Support

9. (Murik, Shaddock and Spinks, 2005)
Teacher Well-Being
The use of ineffective and inappropriate interventions has a detrimental effect on the well-being of teachers.
Finding workable solutions is of benefit to all – students, teachers and parents.
(Murik, Shaddock and Spinks, 2005)

10. Behaviours Reported by Teachers
physical aggression
disruptive of learning
verbal aggression
anti-social
non compliance
(Murik, Shaddock and Spinks, 2005)

11. Summary of SWPBS Big Ideas
Systems (How things are done)
Team based problem solving
Data-based decision making
Long term sustainability
Data (How decisions are made)
On going data collection & use
ODR’s (# per day per month, location, behaviour, student)
Suspension/expulsion, attendance, retention…
Practices (How staff interact with students)
Direct teaching of behavioural expectations
On-going reinforcement of expected behaviours
Functional behavioural assessment

12. What’s In It For US?

13. Werribee Primary School’s Experience with SWPBS
Had tried other behaviour management programs with no significant impact on the number of student incidents.
End of 2008 Signed up for the state wide SWPBS pilot program with a 3 year commitment starting in 2009.
In 2009
Data collection: Safe Yard Cards were set up, data collected included:
Date, time, location of incident
Problem behaviour
Consequences/action taken
2. Data was collected and collated each day – this provided information on the children involved, days of the week, year levels, most common inappropriate behaviour.

14. Teach, Model, Reinforce to be used. Decision made to start small
Teach, Model, Reinforce to be used. Decision made to start small. As canteen area was the problem, each teacher took their class to the canteen and taught them appropriate behaviour.
Established a “positive reward system”. A token system where children were handed a token for living the school values of Respect, Courtesy, Respectability and Co-operation. Tokens were traded in for toys and other fun items

15. Outcomes So Far (end of 2008)
90% of children are abiding by school values & rules.
A huge reduction in detentions & in incidents occurring in the yard.
Staff and parent opinion surveys showed improvement in the classroom behaviour indicators.
Teachers have been more willing to use the strategy of teach, model and reinforce.

16. Challenge for 2010
Provide support for student in top of the pyramid (10%)

17. Discipline Means to Teach
If a student can’t read – WE TEACH
If they can’t swim - WE TEACH
If they can’t write – WE TEACH
If they can’t ride a bike – WE TEACH
WE TEACH CHILDREN TO ADD UP AND SUBTRACT. IF THEY CAN’T BEHAVE WELL – WE TEACH