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

<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>

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

<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>

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

<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>

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

<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>

Positive behaviour support for people with dementia

Aim: Behavioural changes following dementia can have detrimental effects on the quality of life of the individual and family members. In the current service context there is an increasing emphasis on the use of non-pharmacological interventions that aim to both ameliorate behaviour problems and improve quality of life. One relevant clinical framework is Positive Behaviour Support (PBS). This paper introduces the framework, its operationalisation, and some unresolved issues. Methods: Relevant literature and professional experience informs the theoretical and clinical justification for the use of PBS in dementia services, and a case study demonstrates application of the framework. Results: PBS can be effectively implemented in dementia contexts, but there are significant issues to be resolved regarding resourcing and appropriate goal setting. Conclusions: Further research is necessary to address skill development among clinicians, a supportive service, and limitations of this framework in the context of a progressive disease process.

Including people with intellectual disabilities in the development of their own positive behaviour support plans

Purpose People with intellectual disabilities are not routinely involved in the assessment of their behaviours that challenge, as this is often completed by a proxy respondent and the health-care professional. This is contrary to guidance stating that everyone should be involved in the planning of their care. This paper aims to show how health-care professionals can support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the subsequent development of their own positive behaviour support (PBS) plans. Design/methodology/approach A non-systematic review of the existing literature on improving the engagement of people with learning disabilities in health-care planning, and specifically PBS planning, was undertaken. Appropriate papers were included in this paper. Findings There are several evidence-based methods to improve people’s engagement in the assessment of their own behaviours that challenge and then the development of their PBS plans. These methods are discussed in terms of their application to supporting people to communicate and involving them in the process of developing a valid and meaningful PBS plan. This is a relatively new focus within the literature, and further research should focus on increasing engagement in the process, as well as monitoring how co-production affects PBS outcomes. Originality/value This paper summarises some of the approaches used to support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the development of their own PBS plans. This should encourage health-care professionals to consider how to use alternative and augmentative communication strategies to facilitate co-production in their own clinical practice.

Commentary on “Including people with intellectual disabilities in the development of their own positive behaviour support plans”

Purpose The purpose of this paper is to broaden the discussion on some of the barriers and solutions for co-production in positive behaviour support (PBS) planning as identified in the paper “Including people with intellectual disabilities in the development of their own Positive Behaviour Support Plans”. Design/methodology/approach Drawing on the literature associated with co-production in PBS planning, this commentary will reflect on the wider systems and culture needed to enable successful implementation of this way of working. Findings Co-production in PBS planning is recommended as part of best practice guidelines. However, there is limited research in the area of co-production with regards to PBS and use of augmentative and alternative communication methods. Collaboration among speech and language therapy and PBS practitioners is an important factor for co-production to achieve the best outcomes for people with learning disabilities who display behaviours of concern. Along with identifying a range of communication tools/strategies needed for PBS assessment/planning, it also requires a whole systems approach and culture shift to ensure the necessary foundations are in place. Originality/value Co-production in PBS planning remains an under practiced way of working. This commentary builds on the barriers and solutions identified for co-production and provides further insight into what might be needed to achieve this in health and social care settings.