1. BLT for all in Pembroke Junior School
Prof Bob Conway
School of Education
Flinders University

2. When does behavior become a problem?
Frequency
Intensity
Duration
Location
Timing
Age appropriateness
© R Conway, 2014

3. When does a behaviour become a problem behaviour?
the behaviours are disturbing to the young person or to others;
social functioning (coping, competency and mastery) is affected.
© R Conway, 2014

4. When does behavior become a problem?
What makes behaviour disordered is its appearance:
in the wrong place,
at the wrong time,
in the presence of the wrong people,
and to an inappropriate degree.
© R Conway, 2014

5. What’s in a word? What terms/labels would you think of when I say:
Personal and social skills difficulties
Mental Ill-Health
Behaviour Problem
Disability
© R Conway, 2014

6. Research outcomes
Low level behaviour problems are the most frequent and cause the most frustration.
Referral of behaviour “problems” somewhere else doesn’t address the real cause.
Teacher expectations are very important.
Consistency, not rigidity in expectations and response.
Behaviour is not a separate issue but directly related to learning.
Integrating personal and social capabilities with teaching and assessing academic skills, not as a separate curriculum.
Differentiated learning and assessment to enhance performance against standards.
© R Conway, 2014

7. Policies/documents Australian Curriculum Documents
Content
Standards
General Capabilities
Cross Curriculum Perspectives
Pembroke Junior School Positive Behaviour Support Policy
Our Essential Agreements
Proactive Framework
Responsive Levels through FBA
Differentiation in Learning, Teaching & Assessment
Reasonable adjustment in Learning, Teaching & Assessment
Incorporating personal and social capabilities in the same way as Literacy & Numeracy
Cultural Identity
Values/Attributes
Essential teacher behaviours
Disability Standards for Education (2005)
© R Conway, 2014

8. Australian Curriculum
One size doesn’t fit all.
Differentiation can enhance learning for all students.
Reasonable adjustment will be required for some.
Addressing learning needs can address behaviour needs
© R Conway, 2014

9. Australian Curriculum Standards
Standards are set, not the way they are assessed.
Differentiation (and alternate presentation methods) can enhance student success rather than reduce it.
© R Conway, 2014

10. BEHAVIOUR, LEARNING AND TEACHING Student(s) with additional needs
Classroom influences
Teacher Peer
Factors Factors
BEHAVIOUR, LEARNING AND TEACHING
Curriculum Physical
and Resources Setting
Factors Factors
Essentials
Agreement
Diversity
Student(s) with additional needs
AC, Capabilities (esp. S/E) and Standards
Organisation
© R Conway, 2014

11. External ecosystem factors
Cultural/Religious/Racial Factors
Home Factors
School
ecosystems
Socio-economic Factors
Social/Political Factors
© R Conway, 2014

12. Teachers as learners Experienced Teacher Emerging Teacher
Pre Service and Beginning Teacher
Teaching Skills
Understanding of students as learners
Emerging Teacher
Teaching Skills
Understanding of students as learners
Experienced Teacher
Teaching Skills
Understanding of students as learners
© R Conway, 2014

13. Special Needs Strategies
Plan for specific needs in the IEP/ILP/Negotiated Plan and communicate these to all relevant staff and parents.
Consider the four levels of adjustment.
Some special needs are quite specific (eg some ASD characteristics are behavioural as well as learning).
Many special needs strategies have more in common than are different.
Look at learning strengths and weaknesses as a guide.
Work with support staff on differentiating resources and materials but retain them in a file.
Differentiate assessment as well.
Differentiate reporting but report accurately to parents.
© R Conway, 2014

14. Behaviour Needs Strategies
Think about productive and unproductive behaviours.
Use FBA to determine the function (get, avoid, communicate) of the behaviour.
Develop and communicate an Individual Positive Behaviour Plan (IPBP).
Address selected specific behaviour(s) proactively.
Have clearly communicated limits and consequences.
Give space and time rather than pressure a response.
Be Insistent, Consistent and Persistent in use of PBL strategies.
Don’t allow the behaviour of the few govern our response to all students.
© R Conway, 2014

15. Distribution of PBL student levels following positive learning and behaviour support project

16. Who’s responsible? Teachers
All learning and teaching decisions for all students
All assessment decisions for all students
All classroom management decisions for all students
Learning Support Teachers
Advising and supporting the teacher on differentiation of learning and assessment
Providing targeted support if needed but not necessarily to the targeted student
Learning Support Assistants
Supporting teachers through supervision of learning and assessment decisions
No helicopter support!
KEY
Avoid learned helplessness by students or staff
© R Conway, 2014

17. Resilience and wellbeing
What is resilience?
A person’s capacity to cope with change and challenges and bounce back during difficult times.
What is social/emotional wellbeing?
A state in which people feel socially and emotionally well and capable
Being able to overcome challenges and setbacks.
© R Conway, 2014

18. Protective/Resilient factors summary
Nurturing, affectionate and secure relationships with adults particularly:
With at least one parent
Supportive relationship with another adult (teacher, relative).
Positive, rewarding school environments.
Sense of connectedness to school and/or community.
Involvement in pro-social peer groups.
Positive temperament.
Belief in own ability.
© R Conway, 2014

19. Bringing it together
Clear communication of expectations of staff and students.
Consistent expectations around all students engaging with the AC (differentiation of content and assessment).
Teacher responsibility for all students but with some targeted Learning and/or behaviour support if needed.
Enhancement of everyone’s skills not supporting learned helplessness in staff or students.
Incorporation of social/emotional skills into learning and teaching.
Managing your own mental health and wellbeing!
© R Conway, 2014