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School Wide Positive Behaviour Support(SWPBS) and the Multi-Element Behaviour Support(MEBS) Model
Caroline Dench, Clinical Psychologist, Callan Institute,
Saint John of God Hospitaller Ministries, Dublin, Ireland.
NAMBSE17th October 2014
www.callaninstitute.orghttps://
www.facebook.com/pages/CallanInstitute/578101552201521
HospitalityCompassion Dignity Excellence Justice Respect Trust
Our time together…
Background Studies Positive Behaviour Support (PBS) School Wide Positive Behaviour
Support(SWPBS) SWPBS in Practice
Callan Institute• Callan Institute as part of Saint of John God Hospitaller
Ministries provides consultation and training services in Positive Behaviour Support and in Raising Understanding and Awareness (RUA) about Oneself, Friendships, Relationships and Sexuality.
• Services include Positive Behaviour Support plans using the Multi-Element Model; Relationship and Sexuality Education; Positive Futures Planning, Skills Teaching, Periodic Service Review.
• Individual consultation, staff training and regular support to staff on positive approaches for behaviours of concern and sexuality.
• A ‘challenging behaviour’ is any act by the child which disrupts their activities or the activities of others or their daily schedules, which causes injury or poses risk to themselves or others and which puts them or others in danger and which requires intervention from staff.
• Examples of ‘challenging behaviours’ in this context can include pushing, pulling, spitting, grabbing, pinching, biting, hitting, striking, punching, slapping, scratching, kicking, refusal to comply/to move, throwing objects, attempting to choke another, head-butting, running away, persistent loud vocalisations, self-injury as well as inappropriate touch, smearing and stripping.
• An ‘extremely challenging behaviour’ then can be said to exist
where, despite many planned interventions, a challenging behaviour is unrelenting, persistent, continuous or is of increased or particular intensity, severity or inappropriateness requiring an intensive, complex response from staff.
• Behaviour of such intensity, frequency or duration that the physical safety of the person or others is likely to be placed in jeopardy, or behaviour which is likely to deny access to the use of ordinary community facilities. Emerson, (1998)
• “Children who present with severe challenging behaviour are amongst
the most vulnerable in our society. They demand constant care, supervision and support and have extensive needs (exhaustive and exhausting) and are particularly susceptible to potential abuse” Lyons (1994)
• “Behaviour, within the context of your school, which prevents participation in appropriate educational activities; often isolates children from their peers; affects the learning and functioning of other students; drastically reduces their opportunities for involvement in ordinary community activities; makes excessive demands on teachers, staff and resources; places the child or others in physical danger; and makes the possibilities for future placement difficult”.4 Harris John, Cook M, Upton G, (1996)
The National Education Psychological Service (NEPS, 2010) define behavioural, emotional and/or social difficulties (BESD) as
‘difficulties which a young person is experiencing which act as a barrier to their personal, social, cognitive and emotional development. These difficulties may be communicated through internalising and/or externalising behaviours. Relationships with self, others and community may be affected and the difficulties may interfere with the pupil’s own personal and educational development or that of others. The contexts within which difficulties occur must always be considered, and may include the classroom, school, family, community and cultural settings.’
Influencing Factors
• Legal Validity: Legislation, Rights of the Child, EPSEN, Children’s First, Health and Safety at Work
• Social & Clinical Validity: Policy and Procedures: Department of Education and Skills, NEWB, Child Protection Procedures, PBS, NBSS, Adverse Incidents, Incident Reports & Risk Assessments; Other assessments; & IEP’s,
• Clinical Validity: PBS using the Multi-Element Model.
Some Studies
• Kiernan and Kiernan (1994) challenging behaviour in pupils in special schools in the UK; 22% of pupils showed challenging behaviours.
• They also found a weak but positive relationship between the proportion of pupils with poor communication skills in schools and the prevalence of challenging behaviour.
Some StudiesThe Irish National Teachers’ Organisation Education Committee compiled a report (INTO, 2002)
• 15% of schools had serious or major discipline problems, that over 70% of respondents surveyed considered that emotionally disturbed children were likely to present with behaviour problems, and over 30% believed pupils with general or specific learning disabilities were likely to misbehave.
• Also, 92% of schools surveyed had codes of discipline, but it was found that codes were particularly ineffective in dealing with pupils who are particularly seen as disruptive. The study recommended that schools develop a code of conduct with these pupils in mind.
• in accordance with the Education Welfare Act 2000. Further they recommended that the• home-school liaison scheme be implemented in all special schools and that parental• involvement in all aspects of the school be strongly encouraged.
• Kiernan and Kiernan (1994) reported that only 57.3% of schools surveyed reported that any specific in-service training had been given.
• A Nationwide Study of Challenging Behaviour in Special Schools in Ireland
• Challenging behaviour in special schools in Ireland presents a significant problem. 31% of pupils in special schools presented with challenging behaviour in the current school year; (Kelly et al 2004)
A little more…
Further, Principals rated on a four-point scale the degree of stress experienced from potential stressors in managing incidents of challenging behaviour
• Time pressure involved with dealing with the incident (n=58; 81%);• Trying to resolve the situation (n=58; 80%);• Additional workload that incidents cause (n=57; 79%);• Worrying over the welfare of staff in receipt of challenging behaviour (n=53; 73%);• Meetings with parents to discuss the incident (n=37; 50%);• Lack of physical and environmental facilities (n=35; 49%);• Threat of legal action from parents (n=28; 39%).
And a little more…
Further, between 31% and 42% of all Principals described the following as effects on teachers:• Feeling of low personal accomplishment (46%);• Feeling disrespected (46%);• Negative attitude towards pupils with challenging behaviour (36%);• Loss of confidence (35%);• Receipt of constant verbal abuse (32%);• Physical injury (31%).
And a little more…Out of a total of 74 Principals, over three quarters indicated the following as effects for students:• Loss of classroom learning hours (n=65; 88%);• General upset (n=63; 85%);• Disruption of play and leisure (n=58; 78%);• Anxiety (n=58; 78%);• Engaging in similar behaviour (n=56; 76%).• Safety concerns (n=53; 72%);• Being at risk of injury (n=51; 69%);• Feeling insecure (n=42; 57%);• Physical Injury (n=30; 41%).Principals of Schools for Pupils with Intellectual Disability (78%) and Emotional Disturbance (100%) viewed anxiety as an effect on other pupils.
A survey of all special schools in Ireland conducted by Kelly et al. (2004) revealed thatthe most common behaviour problems that occurred over a 4-6 week period were:• (i) non compliance;• (ii) aggressive behaviour that physically harms
others; and• (iii) disruptive, nuisance or threatening
behaviour to others.
Positive Behaviour Support & the Multi-Element Behaviour Support Model
Positive Behaviour Support(PBS) is a multi-component framework, which is based on the principle that all behaviour(s) of concern have a function or message within it, once the function is identified a Positive Behaviour Support plan(proactive and reactive strategies) can be developed and implemented which is Socially Valid, Clinically Valid conforms to the principles of a HRBA and is focused on achieving socially valued outcomes for the person and others.
• Fact Sheet of Positive Behaviour Support: • 1. It deliberately avoids the use of punishment and aversive interventions to change behaviour.
So no naughty step, chair; no taking away a favourite personal item; no ‘giving out’ to the person for example.
• 2. It focuses on looking at a person’s day, life and lifestyle, because if life is ‘bad or miserable’, it can be hard to change a person’s behaviour.
• 3. At each step, it includes conversations and time with the individual and the people that are important to the individual in order to clearly identify and agree a plan for support.
• 4. It is based on the theory that all challenging behaviour has a ‘message’ hidden in it. • 5. It uses a detailed assessment format to identify the ‘message’ of the challenging behaviour.
• 6. It uses behavioural techniques to change behaviour; in the environment, skills teaching, direct interventions and reactive strategies; for example, if you know what is causing the behaviour
problem and you can change the cause, the behaviour will reduce; if you can teach skills, the behaviour will reduce.
• All about Positive Behaviour Support:
• 7. It recognises that sometimes challenging behaviour is occurring because someone is feeling bored, confused, sad; has experienced loss, abuse, neglect; is unwell; (etc.) and that there are other evidence based approaches to support these underlying factors and that these may need to be used also.
• 8. It uses information from meetings, observations, conversations, file reviews to develop a plan
of support, called a Positive Behaviour Support Plan. • 9. The plan has lots of ideas and interventions many are implemented when the behaviour of
concern is not occurring, these are called proactive strategies, and also reactive strategies to guide everyone when the behaviour of concern does occur.
• 10. Positive Behaviour Support approach always checks (using data and evidence) to see if the plan is working, for example, is the individual more content, is the behaviour of concern occurring less, and is the individual together with their friends, family and teacher living a more fulfilled and
happier life. • These are the 10 Steps of a Positive Behaviour Support Approach.
• Education (Welfare) Act 2000 all schools to have in place a Code of Behaviour. The Act also requires that a school’s Code of Behaviour must be drawn up in accordance with the guidelines of the National Educational Welfare Board (NEWB). The NEWB guidelines make it clear that each school must have policies to prevent or address bullying and harassment and that schools must make clear in their code of behaviour that bullying is unacceptable.
• NEWB Developing a Code of Behaviour Guidelines for Schools (2008) This guideline, does not name Positive Behaviour Support as an integrated framework of good practice.
• NEPS promotes a tiered approach, which includes classroom, school and school plus support, based on PBS.
• The National Behaviour Support Service (NBSS) was established by the Department of Education & Skills in 2006 in response to the recommendation in School Matters: The Report of the Task Force on Student Behaviour in Second Level Schools (2006) NBSS uses PBS practices and principles.
• Health Act 2007, Positive Behaviour Support is identified as required, and HIQA has PBS standards.
• Special Education Support Service (SESS) was established under the remit of Teacher Education Section (TES) of the Department of Education and Skills (DES) in 2003. The SESS co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with pupils with special educational needs.
• A review of support scheme applications reveals that 162 of the 874 applications (i.e. 18.5%) received by the SESS from schools between Sept 2009 and Dec 2009 sought support in the area of behavioural, emotional and/or social difficulties (BESD). Of these, 16% were marked urgent and indicated physical danger to pupils or staff. Examples of behaviours outlined in urgent applications included self-injurious behaviour, angry outbursts, aggression and violence.
Pupils with Behavioural Care Needs
The BCN1 form allows the school demonstrate what strategies and positive behaviour supports have been put in place to manage the behaviour prior to requesting access to SNA supports.
NEPS has published ‘Behavioural, Emotional and Social Difficulties - A Continuum of Support for Primary Schools - Guidelines for Teachers” to help schools develop systems, skills and structures for responding to the needs of pupils with behavioural, emotional and social, as well as learning, needs.
NCSE Guidelines for Principals and Boards of Management of Special Schools March 2014
Multi-Element Behaviour Support Model IABA
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Positive Behaviour Support & Multi-Element Behaviour Support Model
Traditional Versus
Positive Behaviour Support Approach
Traditional Approach
• Focus on Reaction Only• Behaviour Only• One Step Plan• Raise issues regarding
rights• Can rely on punishment or
consequence based learning
Positive Approach
• Multi Element Plans• Interventions in MEBS plan address
rights deficits identified in assessment• Supports Systems in PBS• Believes all behaviours occur within an
environmental context• Is proactive – intentionally structures
for success• Validates the function of the behaviour• Systematically teaches skills and
acknowledges appropriate behaviours • Builds capacity for all staff• Intentionally seeks to build positive,
flexible environments based on review of data
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Positive Behaviour Support & Multi-Element Behaviour Support Model
Multi-tiered Support for Positive Behaviour Support
the NEPS continuum of support can be conceptualised as follows:
Tier 1: whole school or classroom approaches for all children, which include a consistently applied behaviour policy along with formal teaching and reinforcement of
desired behavioural expectations;Tier 2: small group or individual approaches for children whose behaviours are not sufficiently responsive to the whole school or classroom approach and who require
more structured interventions, more detailed monitoring and more frequent feedback;
Tier 3: intensive individualised approaches for children whose behaviours are not sufficiently responsive to either of the previous two support tiers and who require
additional specialised support.
The three tiers of the continuum of support should not be seen as separate phases. While many children receive adequate support at the whole school or classroom tier,
some children will require support at the first two tiers while a few children will require support at all three tiers of the continuum.
Responding to Inappropriate Behaviours: A Problem-Solving Approach
Scott et al., (2010) propose four steps common to all tiers of behaviour support that are equally applicable across the whole-school, among pupils who do not respond appropriately to whole school approaches and for pupils who require intensive support:
• (1) Prediction informed by an analysis of specifically identified challenging• behaviours, which includes the context in which they typically occur;• (2) High-probability interventions that include a focus on relationships,• differentiated instruction and behaviour management;• (3) Consistency to ensure and build staff consensus to implement
behaviour management practices in the same manner;• (4) Assessment to monitor key outcomes that may be used to inform data
based decision making.
PBS in Practice
• Evidence-based interventions and • assessment (Kazak et al., 2010).
Our Commitment to PBSSchool Wide Approach
• We all understand and use PBS.• We offer an exciting and enjoyable curriculum.• We teach communication skills.• We teach social skills.• We catch students when they do well.• We use data to problem solve, understand behaviour or find ‘the
message’ and make decisions.• We have active supervision, reflective practice, training and
support of our children (and families) and ourselves.• We have access to experts as required.• We teach, support and encourage our school rules.• We offer an open, safe, fun, forever learning and welcoming
environment.
Behaviour Is Functional
We use behaviour to try and communicate an unmet need(s)• – Get/Gain• – Avoid/Protest
Functions or unmet needs of behaviour(s) of Concern
Let’s play
I need help
I don’t want to share your time with her
I’m unwell
I’m tired
I need a five minute break please
No!
Don’t say wait
I don’t want to work when they are here
Ask me nicely
I want to leave
Its very noisy in here
I’m confused
This is boring
I have a middle ear infection
I’m hungry
Behaviour is Human
Despite having called the meeting to order, a numberof people ignore the principal’s request to quiet down.Instead they continue to talk loudly with friends whilecomplaining about having to be at school.
What kind of meeting is this?• a) Student assembly• b) Staff meeting• c) Parent Teacher Association Meeting• d) All of the above
Behaviour is FunctionalBehaviour Get/Gain Avoid/ProtestBecause a student refuses to change for PE, he is told to “sit on the wall” during the class
As a result of misbehavingin the morning, studentsare sent to the hall during afternoon break-time.
Behaviour is FunctionalBehaviour Get/Gain Avoid/ProtestBecause a student refuses to change for PE, he is told to “sit on the wall” during the class
Free time Exercising
As a result of misbehavingin the morning, studentsare sent to the hall during afternoon break-time.
A largeroom to sit and work/play in, with active supervision.
Free-time in the play ground
Being bulliedduring free time
Put simply….. Behaviour is Meaning-full (Pitonyak, D. 2005)
Why is the person using this behaviour now? What’s the message?Can they say it in another way?
What would the person be doing instead, as in, if they were not engaging in the behaviour of concern?
What can I and others do to help?How does the person ‘feel good’ about themselves?
How are they contributing to their own life and other people’s lives?What is the person looking forward to?
Who are the person’s friends and who cares about them, who does the person care about also?
What does the person not enjoy/like?When they go to bed at night, what are they proud of?
Lots of choices….(no restrictions please)Stay healthy physically and emotionally….
What lights up the person’s eyes?What is the person’s favourite X?
Have fun….
Case Study
Robert’s Behaviour
• May grab at staff / pinch• May yell• May pull own hair• May dig nails into his scalp
Before we do Anything…..
• Why does the behaviour of concern warrant intervention and support?
• Whose concern is it?• Do we have consent to do so?• Are there any health concerns?
VignetteComprehensive Behavioural Assessment
Background Assessment Functional Assessment Message/Function
Expressive Communication needs
Concept of time needs
Health needs; constipation
Likes textures/touch
Transitions/change
Offered a non-preferred activity
Enjoys Music and the outdoors
No thank you.
I find change hard.
In the Proactive Strategies there are 3 types of interventions
• 1. Environmental Interventions; which can include the physical environment, as in what the environment looks like, the interpersonal environment, as in the relationships; and the programmatic environment as in what there is to do there;
• 2. Skills Teaching: There are four sets of skills included in a MEBS plan. A general skill, a skill just for fun and independence; a functionally equivalent skill, an appropriate communication skill to support the message of the referred behaviour, a functionally related skill, a skill to support other forms of communication and lastly a coping and tolerance skill.
• 3. Direct Interventions: These interventions are short-term and include reward contracts, trigger control(antecedent) strategies for example.
• All MEBS plans have at a minimum 1 environment intervention, 4 skills teaching (at least one from each category) and 1 direct intervention as part of the proactive strategies.
Function: ‘No thank you’
Environmental Skills Direct
Picture Schedule
Drinks
General Use Skype
Grow herbs
FE: ‘No thanks’
FR: This is what I would like please
C&T Hand creamMusic
Social Stories
Trigger control
Plan for transitions
Preferred tasks
Reactive Strategies• Reactive Strategies: These are implemented
with the consent of the individual(or family member) when they are upset with the whole purpose to reduce the episodic severity of the behaviour problem. The reactive strategies do not teach and are not concerned with reinforcement.
• Reactive Strategies as part of a Multi-Element Behaviour Support Plan are written based on the function of the behaviour. They can be functionally and non functionally based and are always non aversive and non rights restrictive.
• All MEBS plans have at least one reactive strategy.
Function: No thank you
Reactive Strategies
Active listening
Confirm ‘no thanks’.
Offer Choice/Picture schedule/Transition protocol
Function: No thank you
Environmental Skills Direct Reactive Strategies
Picture Schedule
Chat time
Drinks
Hobby
General Use Skype Grow herbs
FE: ‘No thanks’
FR: This is what I would like please
C&T Hand creamMusic
Social Stories
Trigger control
Plan for transitions
My Hands
Preferred tasks
Active listening
Confirm ‘no thanks’.
Offer Choice/Picture
Schedule/ Transition protocol
Multi-Element Behaviour Support Plan for R To be completed each week This week beginning ____ + / - Comments 1.Picture timetable 2.Drinks 3.Chat-time M T W T F S S 4.Skype 5.No thanks 6.Choice 7.Hand cream 8.Transition plan
Periodic Service Review
0
5
10
15
20
25
30
35
40
1 3 5 7 9 11 13 15 17 19 21 23
Weeks
Number of incidents of aggression
Baseline
PSR
Tier 1 Generic PBS Plans (Individualised) + PSR; Environmental Skills Focused Supports Reactive
Physical; My chair, my room, my space, lighting, noise, my things, my home, my work
Interpersonal;Chat-timeFriend timeFamily timeInformation sharing; picture schedules; social stories
Programmatic; My routine, (food, drinks, rest & activity) my work/tasks, my choices, fun, hobbies, activity sampling- work, fun, hobbies; exercise
General skills;(based on likes or motivational profile)
Communication skills; No, I want, Yes, Break, Finished, Help, Emotions- happy, sad, angry
Coping skills; relaxation activity; body awareness
Tolerance skills: sharing, waiting,
Other:
Trigger controlNoise, transitions, change, criticism, demands, pain checklist,
Reward contracts
Rules/Guidelines
Active Listening,
CapitulationRedirection to preferred x
Offer reassuranceFacilitate communication/ relaxation/ problem solving
Tag with another staff member
Change the activity/item/plan.
Emergency Management
Where to start: PBS School Wide
1. Know the child/children (observations, file review, interview, assessment)
2. Academic restructuring- fun and engaging
3. Communication skills training
4. Social & Coping skills training
5. Environmental modifications, physical, interpersonal, and
curriculum(programmatic)- PBS environmental checklist
6. Behaviour instruction; based on the function of the behaviour.
7. Incident Reports and Reflective Practice
8. A group committed to PBS; leading the way in consultation with others
9. A PBS Policy with practice guidelines
Multi-Element Behaviour Support Model IABA
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COMPREHENSIVE BEHAVIOUR ASSESSMENTMATERIALSCONTENTPROCESS
DIRECT INTERVENTIO
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SITUATIONAL MANAGEMENT
SKILLS TEACHING
ENVIRONMENTALACCOMODATIO
NS
PROACTIVE STRATEGIES REACTIVE
SERVICE DESIGN
MULTI-ELEMENT BEHAVIOUR SUPPORT PLAN
MEDIATION
QUALITY OFLIFE
SOCIALVALIDIT
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SIDEEFFECT
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SPEED AND DEGREEOF EFFECTS
GENERALIZATION OF
EFFECTS
DURABILITY OF EFFECTS
TRAINING
SOCIALCHANGE AGENTS
COMPLIANCENATURAL
SPECIFICGENERAL
PROFESSIONALSPECIALIZED
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Positive Behaviour Support & Multi-Element Behaviour Support Model
Physical accommodations
• Setting• Light• Noise• Crowding• Space• Food and drink• Sensory differences• Pain
Interpersonal accommodations
• Respect• Communication• Social interaction• Expectations• Friends• Positive Relationships with adults
Programme accommodations
• Choice• Predictability• Rules• Motivation• Opportunity to learn• Variety• Task difficulty• Instructional methods• Working independently
Make Information Clear
Mon Tues Wed Thurs Fri
Kate Kate Kate Sue SueJim Jim Sue Jim ?Ann Carl Ann Carl Carl
Types of Skills
• General• Communication Skills: Functionally
Equivalent and the 5 critical communication skills (AAC)
• Coping skills• Tolerance skills
“It’s Too Noisy!”
Coping & Tolerance skills
• Relaxation; breathing, my body, mood dots.• Mindfulness• Yoga• Footspa• Hand massage• Scents• Skills for waiting, transitions, self-management, self-monitoring and self-instruction
Step 1
Turtle Technique
Social Stories(Carol Gray)
I Can Use My Words
Purpose of a Direct Intervention
• See - Do• See – THINK - Do
Types of Direct Interventions
• Reward Contracts
• Antecedent (trigger) Control- key times in the school day which can cause behaviour of concern; transitions, play ground, snack time, bathroom, work for example.
Look with your eyes. Listen with your ears
Use nice hands and feet. Talk nicely.
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Rules for me…
• Like…your dad/ or a famous person– Funny– Nice– Kind
– Example: The Cladagh Ring, Duck-Dog-Dragon,
Antecedent (Trigger) control
• Remove triggers• Reduce conditions in which behaviour is more likely• Increase conditions in which behaviour is less likely• Remove seductive or dangerous objects• Remove unnecessary demands• Eliminate provocative statements (“no”, “wait”)• Interrupt the behaviour in response to precursors
Reactive Strategy
• Designed around the message of the behaviour
• Role of reactive strategy – to reduce episodic severity, no teaching required.
• Non-aversive
List of Consequences:(73=total no. of Principals who indicated whether the interventionsbelow are typical consequences)
N=number %
Put out of the classroom 36 49Isolation from peers within school 49 67
Sent to another classroom 32 44
Sent home early 14 19Suspension from school 21 29
Loss of privileges 53 73
Involvement of parents/guardians 57 78
Consultation with professionals (clinical/social) 57 78
Discussion among staff regarding future strategy 62 85
One to one time with special needs assistant 54 74
(Kelly et al 2004)
ASSESSMENT BEHAVIOUR
OF CONCERN
UNDERLYING FACTORS
Once consent is in place…medical ruled out…
Let’s start with strengths and interests:Motivational Profile
– Inventory of favourite things (what lights up their eyes?)
– What opportunity do they have to access / engage in their favourite things?
– How varied is their repertoire of favourite things?
BEHAVIOURAL ASSESSMENT
• The foundation of Positive Behaviour Support
• Result of improper assessment– Lengthy interventions with little success– Interventions with the wrong behaviour
Looking for clues
AntecedentsAntecedents Consequences
EnvironmentEnvironment
Experiences
CommunicationCommunication
Skills
HealthHealth
Components of assessment at Tier 2 and Tier 3
• Referral information and issues• Background Assessment• Functional assessment• Hypothesis and Formulation• Mediator analysis
Behaviour Recording
• Event recording• Interval recording• Time sampling (interval or momentary)
Human Rights Implications
• Assessment can highlight rights restrictions
• Interventions can address and reinstate rights restrictions
Tier 2: PBS
Mediator Analysis
• What resources are available?• What training have we received or is now
needed?• What is the wider support structure for this
classroom or this person?• What can we realistically achieve?• What other needs may be in the family, class,
school?
PBS in Practice- Case work (Tier 2 & Tier 3)
• Rights Audit (Restrictive, Safeguarding and RIsk)• Person Centred Planning (Health check)
• Who is included- person( with consent evidenced), family, friends, paid professionals
• Functional Assessment- Function Identified• Other assessments – and Interventions which are evidenced based for ID
• A data driven approach• Functional assessment to inform functionally based interventions;
• Multi-component interventions(proactive/reactive)
• Implementation, monitoring and evaluation long-term.
• Professional with suitable qualifications (Tier 2 and Tier 3)
Is this Positive Behaviour Support?
• I think the function is…..• Let’s put a reward contract in place…• What skills does he need instead of…• The consequence for hitting is he can’t go
bowling….• He’s manipulating us….• Let’s do a functional assessment• He has to hand over his sweets…• He needs a consequence for…
Data Collection
• Incident reports• Reflective practice
There were 44 schools (66%) that recorded incidents of challenging behaviour using incident report forms or an incident book. (Kelly et al. 2004)
Data is good…but only as good as the systems in place to:
• Collect• Summarize• Analyse & Reflect & Assess• Make decisions• Make action plans• Implement interventions• Sustain implementation
Next Steps….• A clear understanding of PBS.• Form a representative PBS Team.• Review the Policy on Code of Behaviour and Challenging
Behaviour ( and Anti-Bullying Policy)• Adopt a referral database and referral forms using incident
forms/risk assessments to inform referrals, with administrative commitment.
• Develop a school-wide communication and social skills instruction schedule
• Develop a PBS checklist for each classroom.• Ensure that the curriculum is child centred and fun (and
shared) • Identify experts required; and source, e.g. Teacher with PBS
expertise, SLT, PT, OT, Psychology, PBS practitioners.
Next Steps….• Create a school-wide and individual child reinforcement
system• Establish an environment which is responsive to data and
progress monitor Everything • Provide support, supervision and training to staff and families
in PBS. (88% (n=64) of schools indicated that they required staff training in dealing with challenging behaviour and a further 82% (n=60) indicated the need for challenging behaviour intervention programmes 49% (n=36) of Principals indicated the need for parental involvement.
• Is the Environment a PBS environment? (Physical, Interpersonal and Programmatic checklists).
• Include the children; student council, chat-time, ‘how are we doing- what do you like, and what do you not like’.
School Wide Positive Behaviour Support(SWPBS) and the Multi-Element Behaviour Support(MEBS) Model
Caroline Dench, Clinical Psychologist, Callan Institute,
Saint John of God Hospitaller Ministries, Dublin, Ireland.
NAMBSE17th October 2014
www.callaninstitute.orghttps://
www.facebook.com/pages/CallanInstitute/578101552201521
HospitalityCompassion Dignity Excellence Justice Respect Trust
