SSS - An overview of SWPBS

An overview of SWPBS

3Dtriangle Sunshi= ne Coast Region schools are among the growing number of schools state-wi= de, nationally and internationally implementing a School-wide Positi= ve Behaviour Support (SWPBS) approach to the management of student behav= iour. This overview highlights the key points of SWPBS and outlines the expected impact on school staff and students.

Challenges to Learning and Teaching

Learning and teaching occur best in school climates that are positive, orderly, co= urteous, and safe. Defiant, disruptive, and violent behaviours decrease the effectiveness, efficiency, and relevance of teaching and learning for everyone. Schools nationally and internationally are experiencing increasing difficulty in their effort to provide a full continuum of effective and positive learning and teaching environments for all students. Some of the behaviour–related challenges faced by sch= ools include:

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Symbol;mso-fareast= -font-family: Symbol;mso-bidi-font-family:Symbol;color:black;mso-ansi-language:EN-U= S'>·General lack of discipline (e.g., disrespect, non-compliance)

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Symbol;mso-fareast= -font-family: Symbol;mso-bidi-font-family:Symbol;color:black;mso-ansi-language:EN-U= S'>· Inefficient use or loss of instructional time (e.g., decreased achievement & teaching time)

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Symbol;mso-fareast= -font-family: Symbol;mso-bidi-font-family:Symbol;color:black;mso-ansi-language:EN-U= S'>· Lack of fluency with specialized behavioural practices (e.g., functional behavioural assessment, behaviour intervention planning, teaching prosocial skills)

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Symbol;mso-fareast= -font-family: Symbol;mso-bidi-font-family:Symbol;color:black;mso-ansi-language:EN-U= S'>· Fragmented, redundant, and inefficient multidisciplinary efforts

Traditional Responses

In response = to these challenges, schools have traditionally increased their use of punishment-based and exclusionary policies and strategies. The assump= tion is that this “get-tough” approach will communicate to students that (a) challenging behaviour will not be tolerated and (b) punishment will teach and promote more pro-social behaviour.

Ironically, schools that rely primarily on punishing problem behaviours as= the basis of their behaviour management practices are associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) drop= ping out.

The reality = is that traditional responses to managing problem behaviour are only moderately effective at best.

More Effective Responses

It is becomi= ng clear in the educational research literature that the most effective responses to challenging behaviour in schools are coming within a SWP= BS framework.

SWPBS is a b= road range of systematic and individualized strategies essentially involvi= ng school teams developing three critical practices:

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Verdana;color:blac= k; mso-ansi-language:EN-US'>1. = A three-tiered approach to prevent= ion of problem behaviour which (1)focuses on preventing the development of new cases of problem behaviours, (2) reducing the number of existing cases, and (3) reducing the intensity and complexity of extremely challenging cases

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Verdana;color:blac= k; mso-ansi-language:EN-US'>2. = An emphasis on instruction and acknowledgement of desired behaviour whereby specific behavioural expectations and skills are explicitly taught to all students, and acknowledged when displayed.

<= span lang=3DEN-US style=3D'font-size:10.0pt;font-family:Verdana;color:blac= k; mso-ansi-language:EN-US'>3. = A function-based approach to better understand and manage the variables (times, places, relationships, skill deficits) leading to problem behaviour

Is SWPBS Effective?

SWPBS is increasingly becoming recommended practice within education jurisdictions across Qu= eensland, nationally and internationally.

The growing = body of local, national and international research related to SWPBS indica= tes significant reductions in rates of inappropriate behaviour in schools implementing SWPBS with integrity.

What does SWPBS mean for school staff and students?

The development of a simpler, clearer and more consistent set of school-wide behaviour expectations linked= to our Responsible Behaviour Plans for Students

The development of simple and clear context-specific behaviour expectations (e.g., bus, verandah, etc= .)

A greatly increased focus on defining and explic= itly teaching behaviour expectations and skills to all students

An increased focus on developing procedures, environments and staff actions that = acknow= ledge and encourage positive student behaviours <= /span>

An increased array of services = for students displaying challenging behaviours

An increased use of behaviour incident data and related evidence to info= rm decision making

A recognition of the need to develop and maintain evidence-driven disouraging processes for inappropriate student behaviour

Increased behaviour support professional development available to all school community members

Transition=

Before/After sc= hool

Tuckshop

Play Areas=

(Playground/ova= l)

Special event days/Excursions/Sport

Eating areas

All Learning Environments

(Classroom, mus= ic, LOTE, assembly, office)

Toilets

I am=

Caring

· &nbs= p; I am in the right place at the right time

· &nbs= p; I acknowledge the bell

· &nbs= p; I am in the designated area and wait to be collected by teacher

· &nbs= p; I wait for parents/guardians at home time (where appropriate)

· &nbs= p; I keep school tidy<= /span>

· &nbs= p; I care for younger students wh= ile lining up

· &nbs= p; I pack up and care for equipment

· &nbs= p; I stay with teacher and groups=

· &nbs= p; I wear correct uniform

· &nbs= p; I show respect for the environ= ment

· &nbs= p; I ensure lunch box is placed in class laundry basket

· &nbs= p; I put rubbish in bins

· &nbs= p; I respect the belongings of teachers and other students

· &nbs= p; I use toilet paper properly

I am=

Cooperating

· &nbs= p; I listen to and follow directi= ons

· &nbs= p; I follow directions=

· &nbs= p; I keep belongings with me until collected by teacher

· &nbs= p; I am prepared with materials to begin and finish school

· &nbs= p; I hand in notes/money before school commences

· &nbs= p; I wait in line quietly

· &nbs= p; I keep my hands to myself=

· &nbs= p; I ensure orders are in before school

· &nbs= p; I follow game rules=

· &nbs= p; I display good sportsmanship

· &nbs= p; I play in designated areas onl= y

· &nbs= p; I accept adult decisions<= /o:p>

· &nbs= p; I listen to and follow directi= ons

· &nbs= p; I take turns=

· &nbs= p; I stay seated during eating ti= me

· &nbs= p; I remain seated until dismisse= d by a teacher

· &nbs= p; I listen to and respect all ad= ults within the school

· &nbs= p; I am an active learner by following P= ALS (Participate, Attend, Listen, Stay on task)

· &nbs= p; I am patient and wait my turn<= o:p>

· &nbs= p; I wait my turn

I am=

Compassionate

· &nbs= p; I encourage and help others to= do the right thing

· &nbs= p; I show respect for working cla= sses

· &nbs= p; I respect other’s person= al space

· &nbs= p; I speak how I want to be spoke= n to

· &nbs= p; I encourage others to do the r= ight thing

· &nbs= p; I smile

· &nbs= p; I encourage and include others= to join in

· &nbs= p; I help others if they need assistance

· &nbs= p; I am a good sport

· &nbs= p; I encourage others to do their best

· &nbs= p; I praise and applaud effort

· &nbs= p; I eat my own food

· &nbs= p; I encourage and help others to pick up rubbish

· &nbs= p; I respect classmates and the teacher

· &nbs= p; I make new students feel welco= me

· &nbs= p; I encourage others to do their best

· &nbs= p; I respect the privacy of other= s

I use

Common sense

· &nbs= p; I walk and sit in lines

· &nbs= p; I am safe by following school rules

· &nbs= p; I stay clear of railing outside tuckshop

· &nbs= p; I walk at all times=

· &nbs= p; I consider others when playing games (eg. Handball)

· &nbs= p; I use road/bike safety

· &nbs= p; I stay away from the tuckshop railings

· &nbs= p; I am careful of games in progr= ess

· &nbs= p; I play non-contact sports only=

· &nbs= p; I wear a sun smart hat

· &nbs= p; I seek help if unable to resol= ve a problem

· &nbs= p; I stay with my group leader and within my allocated group

· &nbs= p; I am organised and prepared

· &nbs= p; I am water wise

· &nbs= p; I wash my hands before/after eating

· &nbs= p; I enjoy my food – don’t rush

· &nbs= p; I use inside voices in the classroom

· &nbs= p; I walk inside

· &nbs= p; I wash my hands

· &nbs= p; I am water wise

· &nbs= p; I use appropriate toilet behav= iour

I am=

Courteous<= /o:p>

· &nbs= p; I listen and am respectful to = duty teacher

· &nbs= p; I move in an orderly fashion

· &nbs= p; I wait my turn at port racks

· &nbs= p; I am respectful to parents and visitors

· &nbs= p; I request orders politely=

· &nbs= p; I use my manners

· &nbs= p; I always use a quiet tuckshop voice

· &nbs= p; I use manners when asking to j= oin a game

· &nbs= p; I use Strathpine manners (The = Five C’s)

· &nbs= p; I respect performers

· &nbs= p; I include others in eating gro= ups

· &nbs= p; I eat with my mouth closed

· &nbs= p; I respect the opinions of othe= rs

· &nbs= p; I remove hat when appropriate =

· &nbs= p; I knock before entering <= /o:p>