department of employment, education and training school wide positive behaviour support swpbs anita...

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING www.deet.nt.gov.au

SCHOOL WIDEPOSITIVE BEHAVIOUR

SUPPORT

SWPBS

Anita Davidson

Manager Wellbeing Behaviour

DEPARTMENT OF EDUCATION AND TRAINING


SYST

EMS

PRACTICES

DATA

SupportingStaff Behaviour

SupportingStudent Behaviour

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking…

IntegratedElements



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…



SWPBS provides

• A three-tiered approach to prevention

• An emphasis on instruction

• Behaviour Function Perspective

• Positive approach from staff

• Sustainability



Primary Prevention 100%Whole School /

Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention 15%Specialised Group

Systems for Students with At-Risk Behaviour

Tertiary Prevention 3-5%Specialised Individualised

Systems for Students with High-Risk Behaviour

~80% of Students

~15%

~5%

CONTINUUM OF SWPBS & INTERVENTION SUPPORTS

ALL

SOME

FEW


Tertiary Prevention:Top 1%


Staff List All Inappropriate Behaviours

• Disruption• bullying• Refusal• stealing

• Fighting / violence• Dangerous behaviour• Late to class• swearing

All staff discuss behaviours and decide whether they should be managed by all staff or as Office Referrals.

The number of referrals to the office

immediately diminishes, as the expectation

across the school is aligned.


~15%

~5%

ALL

SOME

FEW

SYST

EMS

PRACTICES

DATA

OUTCOMES


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


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


Teaching Matrix

SETTING

All areas In Class PlaygroundsCanteen

line

Library/Computer

LabAssembly Bus

Be respectful

Be responsible

Be ready to learn

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL CONTEXT

Expectations Defined & Taught

~15%

~5%

ALL

SOME

FEW

SYST

EMS

PRACTICES

DATAOUTCOMES


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

1. SOCIAL SKILL

~15%

~5%

ALL

SOME

FEW

SYST

EMS

PRACTICES

DATAOUTCOMES


Data Based Decision Making

SYST

EMS

PRACTICES

DATA

OUTCOMES

Example from SWIS www.swis.org.au - BM of SAMS


SYST

EMS

PRACTICES

DATA

OUTCOMES


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 orto escape/avoid something, person or event


~15%

~5%

ALL

SOME

FEW


Traditional Approach toManaging Challenging Behaviours

Challengingbehaviour

Perception of noncompliance

Look to “Control “or “Punish”

Apply consequence,Intervention oftenUsing a power over student approach

Maintain/increasechallenging behaviours

Student’s needsremain unaddressed

(Knoster and Lapos, 1993)

DEPARTMENT OF EDUCATION AND TRAININGDEPARTMENT OF EDUCATION AND TRAINING

~15%

~5%

ALL

SOME

FEW


Effective Behaviour Support

Challengingbehaviour

Perception of unmet needs

Look to understand needs anddevelop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviours by learning alternativeskills

Meet needs in a more socially acceptable manner

Personal growth improvesself control

ImprovedQuality ofLife

(Effective Behaviour Support Knoster & Lapos, 1993. A Different Path.


~15%

~5%

ALL

SOME

FEW


Traditional Discipline• Rules written for top 20%

• Focused on the student’s problem behaviour

Positive Behaviour Support• 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


~15%

~5%

ALL

SOME

FEW

• Goal is to stop undesirable behaviour through the use of consequences or punishment


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


SWPBS – Expected Outcomes


~80% of Students

~15%

~5%

ALL

SOME

FEW

~91% of Students

~6% ~3%

ALL

\


SWPBS – Schools inQueensland 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



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 = 18000 minutes

= 300 hours

= 50 days to reinvest


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....



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



www.pbis.org


www.swis.org

School Wide Information Systems

PBSTasmania http://www.education.tas.gov.au/school/health/wellbeing/positivebehaviourQueensland http://www.learningplace.com.au/deliver/content.asp?pid=24668NT to come!!

www.pbis.org


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?

department of employment, education and training school wide positive behaviour support swpbs anita...

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