| aidemia--modules-essaywrite_request | Write an essay |
| What topic | School-wide positive behaviour support (SWPBS) in the classroom. Outline the key elements of school-wide positive behaviour support and examples of the interventions that may be implemented at each tier/level of support. |
| Which subject | No subject |
| What age group | Adult courses |
| How many pages | 3 |
| Add references | |
| Any other preferences | apa 7 referencing |
School-Wide Positive Behaviour Support (SWPBS) is an evidence-based framework aimed at improving student behaviour and overall school climate. It encompasses a proactive, system-wide approach to behaviour management that is applicable across all school contexts. By promoting a positive learning environment, SWPBS seeks to foster academic success, enhance the well-being of students, and create a culture of respect and responsibility. This essay outlines the key elements of SWPBS and provides examples of tiered interventions that can be implemented at each level of support.
SWPBS is built upon several foundational elements, including:
Clear Expectations: SWPBS establishes clear behavioural expectations for students, often articulated in the form of a concise vision or motto. For instance, a school may adopt the motto “Be Respectful, Be Responsible, Be Safe” to instil a shared understanding of desired behaviours across the school community.
Data-Driven Decision Making: A core component of SWPBS is the use of data to inform interventions. Schools collect data on student behaviour (e.g., incident reports, disciplinary actions) to identify trends, areas of concern, and the overall effectiveness of behavioural strategies.
Positive Reinforcement: Recognising and rewarding positive behaviour is critical in the SWPBS framework. Reinforcements can take various forms, including verbal praise, awards, or privileges, to encourage students to meet behavioural expectations.
Tiered Support: SWPBS employs a tiered model of support to address the varying needs of students. This structure typically consists of three levels: universal, targeted, and intensive support. Each tier is designed to cater to different levels of behavioural needs within the school community.
Tier 1 interventions are designed to promote positive behaviour for all students in the general classroom setting. These interventions focus on creating a positive school environment and teaching behavioural expectations. Examples include:
Classroom Rules and Procedures: Establishing specific, observable, and achievable rules to guide student behaviour. For instance, teachers can implement a “hands-up” rule for voicing opinions and questions to ensure respectful engagement in discussions.
Social Skills Training: Integrating social-emotional learning (SEL) into the curriculum to teach students important interpersonal skills such as communication, empathy, and conflict resolution.
Classroom Acknowledgement Systems: Implementing classroom-wide reward systems, such as a token economy, where students earn tokens for positive behaviour that can be exchanged for privileges or rewards.
Targeted interventions are tailored for small groups of students who may require additional support beyond what is offered at Tier 1. Examples include:
Small Group Interventions: Organising small groups for students who exhibit similar behavioural challenges, focusing on specific skills needed to improve their social interactions and behaviour.
Check-In/Check-Out (CICO) Program: This intervention involves daily check-ins with a trusted adult at the beginning and end of the day. Students set personal goals and reflect on their progress while receiving additional encouragement.
Behaviour Contracts: Establishing behavioural agreements between the student, teacher, and parents, detailing expected behaviours and consequences, thus fostering accountability and support.
Tier 3 supports are aimed at individual students exhibiting significant behavioural challenges that are not addressed by Tier 1 and Tier 2 interventions. This level generally comprises:
Individual Behaviour Support Plans: Developing personalised plans that focus on the individual needs of the student, outlining specific goals, strategies, and interventions to address their unique circumstances.
Functional Behaviour Assessment (FBA): Conducting assessments to identify the underlying causes of a student’s behaviour, allowing for tailored and effective intervention strategies.
Wraparound Services: Collaborating with external agencies, mental health professionals, and families to provide comprehensive support for students with persistent behavioural issues.
School-Wide Positive Behaviour Support is a comprehensive approach that fosters a thriving educational environment by promoting positive behaviour among all students. By employing a tiered system of supports, schools can address the diverse behavioural needs of their students, creating a culture of respect and responsibility. SWPBS not only enhances the classroom learning experience but also equips students with essential social skills that will benefit them throughout their lives.
Australian Institute of Health and Welfare. (2018). Education and skills: A focus on school education. Retrieved from https://www.aihw.gov.au
Lewis, T. J., & Sugai, G. (1999). Positive behaviour support: An approach for addressing school-wide discipline. Preventing School Failure: Alternative Education for Children and Youth, 43(3), 8-12. https://doi.org/10.1080/10459889909603807
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. https://doi.org/10.1353/etc.0.0006
Ward, J., & Meyer, M. (2010). Developing a school-wide positive behaviour support program: A case study. International Journal of Educational Management, 24(5), 396-405. https://doi.org/10.1108/09513541011062228