1 / 17

SWPBS - School Wide Positive Behaviours Support

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

maxwell-sanders
Download Presentation

SWPBS - School Wide Positive Behaviours Support

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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. 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. 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. 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. 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

More Related