SWPBS - School Wide Positive Behaviours

Support

School Wide Positive Behaviour Support (SWPBS)

1. SWPBS is the redesign of environments, not the

redesign of individuals.

2. “a broad range of systemic & individualised strategies for achieving important social & learning outcomes while preventing problem behaviour with all students.”

3. Views the system, setting, or skill deficiency as the problem

4. Adjusts systems and settings and improves skills5. Identifies and teaches replacement skills and

builds relationships6. Relies primarily on positive approaches7. Has a goal of sustained results achieved over

time 8. Is developed by a collaborative team

(Sugai, 2005)

Emphasis On PreventionPrimary

Reduce new cases of problem behaviour

Secondary Reduce current cases of problem behaviour

Tertiary Reduce complications, intensity, severity

of

current cases

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behaviour

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

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.

Data Sources• EBS Survey

• School-wide Evaluation Tool (SET)

• Office Discipline Referral Patterns

• Academic Achievement

• Referrals to Specialist Support

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)

Behaviours Reported by Teachers

– physical aggression

– disruptive of learning

– verbal aggression

– anti-social

– non compliance(Murik, Shaddock and Spinks, 2005)

Summary of SWPBS Big IdeasSystems (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

What’s In It For US?

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 1. 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.

3. 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.

4. 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

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.

Challenge for 2010

• Provide support for student in top of the pyramid (10%)

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