Effective Behavioral Support: A Proactive Alternative to School Discipline

Lewis, Chris Timothy J.

doi:10.1017/s103001120002474x

Cited by 6 publications

(17 citation statements)

References 20 publications

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“…The daily and complex challenge for teachers is that they need strategies to teach a diverse group of learners effectively and simultaneously (Alton-Lee 2003). The literature in the field of effective behaviour support indicates that teachers need to be able to respond to classroom discipline in a planned, consistent, cohesive way that is preventive rather than reactive (Carr, Dunlap, Horner, Koegel, Turnbull, Sailor et al 2002;Flannery, Sugai, and Anderson 2009;Grant and Stark 1999;Lewis 2000;Scott 2001;Sugai and Horner 2001;Walker and Sprague 1999;Weigle 1997). Teachers who are concerned with student behaviour, academic success and school-wide climate in high schools need immediate assistance and guidance (Flannery, Sugai, and Anderson 2009).…”

Section: Drew a Distinction Between Inclusionmentioning

confidence: 99%

Supporting inclusion of at risk students in secondary school through positive behaviour support

Hill¹,

Brown

2013

International Journal of Inclusive Education

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The retention of 'at risk' students in secondary schools is a major challenge to inclusive education policy. Students with non-compliant behaviour at this level are typically dealt with by authoritarian and punitive disciplinary systems that frequently lead to exclusion from school. This paper reports on the successful establishment of a positive behaviour support system in a secondary school. School-wide systemic change was developed to support the inclusion of students at risk of failure and suspension for non-compliant behaviour. The programme led to the retention of all students in the identified cohort and improved academic performance for all the students. Classroom instructional patterns incorporating evidence-based strategies to engage students, goal setting and self management skills were introduced. Collaborative problem solving with students and teachers ensured intervention integrity. The outcome of the programme and extension at a systemic level for the whole school is briefly discussed.

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Section: Drew a Distinction Between Inclusionmentioning

confidence: 99%

Supporting inclusion of at risk students in secondary school through positive behaviour support

Hill¹,

Brown

2013

International Journal of Inclusive Education

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“…The various elements of school systems are a force in creating the conditions/climate or culture for supporting individual intervention (Bickel, 1990;Dimmock, 1995;Hargreaves, 1992). If a school system is supportive, individual intervention is likely to be supportive, team focused, and oriented as preventive as opposed to being punitive and discipline oriented (Lewis, 2000;Lewis, Powers, Kelk, & Newcomer, 2002;Nelson & Colvin, 1995;Scott, 2001;Sugai, Horner, & Dunlap, 2000;Sugai, Horner, Dunlap, Hieneman et al, 2000). A second consideration is that in working in an inclusive model one cannot make changes at the individual level without also making corresponding change at the systems level.…”

Section: An Approach To the Studymentioning

confidence: 99%

“…The daily and complex challenge for teachers is that they need strategies to teach a diverse group of learners effectively and simultaneously (Alton-Lee, 2003). The literature in the field of effective behaviour support indicates that teachers need to be able to respond to classroom discipline in a planned, consistent, cohesive way that is preventive rather than reactive (Carr et al, 2002;Lewis, 2000;Gray & Stark, 1999;Rogers, 2000;Scott, 2001;Sugai & Horner, 2001;Walker & Sprague, 1999;Weigle, 1997).…”

Section: Alternatives To Current Approaches To Managing Challenging Behaviourmentioning

confidence: 99%

“…There is a growing body of literature emerging around the question of effective behaviour support systems in schools which identifies elements contained in effective support systems ( Carr et al, 2002;Elias et al, 2003;Gray & Stark, 1999;Gresham, Watson, & Skinner, 2001;Lentz & Shapiro, 1985;Lewis, 2000;Lewis et al, 2002;Nelson & Colvin, 1995;Rogers, 1994Rogers, , 2000Rogers, , 2001Scott, 2001;Sugai & Horner, 2001, 2002Taylor-Greene & Kartub, 2000;Walker & Sprague, 1999;Weigle, 1997). There tends to be commonality among the various authors writing in this field.…”

Section: Developing a School-wide Approach Through Behaviour Supportmentioning

confidence: 99%

“…Although there may be concern and interest in understanding a student"s likely future and a desire to intervene to avoid unpleasant outcomes, the key goal of a school system first and foremost is to manage and understand problem behaviour within the school/classroom setting (Gresham et al, 2001). One of the fundamental suggested changes in approach is for schools to move from a reactive consequence based approach to a pro-active instructionally focused system (Lewis, 2000;Lewis et al, 2002;Rogers, 2004;Sugai & Horner, 2001;Taylor-Greene & Kartub, 2000). Carr et al (2002) indicate prevention is inherent in their definition of positive behaviour support.…”

Section: Developing a School-wide Approach Through Behaviour Supportmentioning

confidence: 99%

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The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

Hill¹

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<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

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Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Curtis

Hamilton

Moore

et al. 2014

Australas. j. spec. educ.

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This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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Effective Behavioral Support: A Proactive Alternative to School Discipline

Cited by 6 publications

References 20 publications

Supporting inclusion of at risk students in secondary school through positive behaviour support

Supporting inclusion of at risk students in secondary school through positive behaviour support

The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

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