Behavioural Support in an Australian Government Sector

Hepburn, Lorna

doi:10.1007/978-981-13-7177-6_5

Cited by 2 publications

(3 citation statements)

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“…Factors influencing teachers' ability to engage in effective behaviour support have been identified within the Australian context. For example, teachers consistently report being underprepared to manage and support student behaviour (Hepburn, 2019;O'Neill & Stephenson, 2012). Teachers also express that managing student behaviours of concern brings about considerable stress, exacerbated by already unmanageable workloads (Heffernan, Longmuir, Bright, & Kim, 2019).…”

Section: Ensuring Improved Student Behavioural Outcomesmentioning

confidence: 99%

“…Teachers also express that managing student behaviours of concern brings about considerable stress, exacerbated by already unmanageable workloads (Heffernan, Longmuir, Bright, & Kim, 2019). Further, teachers indicate that they often work in contexts that do not provide guidance on how to successfully manage student behaviour, which can lead to the use of reactive and punitive approaches to student management (Hepburn, 2019). Although these factors may limit the ability of teachers to improve the behavioural outcomes of their students and engage in positive and proactive approaches to behaviour support, limited exploration has been undertaken of teachers' perceptions of these factors within schools already implementing the SWPBIS framework.…”

Section: Ensuring Improved Student Behavioural Outcomesmentioning

confidence: 99%

“…In addition, staff indicated that a functional understanding of behaviour was something they both desired and lacked. This may be indicative of a broader lack of understanding of behavioural principles (Hepburn, 2019). SWPBIS is a systems-level approach to direct the application of behavioural principles, with interventions at each tier underpinned by these principles (Simonsen & Sugai, 2019).…”

Section: Importance Of Effective Trainingmentioning

confidence: 99%

See 2 more Smart Citations

‘Not Enough Time’: Identifying Victorian Teachers’ Perceptions of the Facilitators and Barriers to Supporting Improved Student Behaviour

Fox

Sharma

Leif

et al. 2021

Australas. j. spec. incl. educ.

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Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the social and behavioural needs of all learners. Implementation of SWPBIS within Australian schools is increasing. Although there is considerable evidence supporting the effectiveness and efficacy of SWPBIS as a means to improve the behavioural outcomes of all students, these positive outcomes largely depend on the actions of teachers. To this point, very limited research has been published that explores the experiences of teachers working in Australian schools currently implementing SWPBIS. The current study asked 206 Victorian teachers working in schools implementing SWPBIS two open-ended questions about the factors that they believed were facilitators or barriers to their ability to improve the behavioural outcomes of their students. The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. The most frequently identified barriers were a lack of time and inconsistent implementation. The practical and research implications of these preliminary qualitative findings are discussed.

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Section: Ensuring Improved Student Behavioural Outcomesmentioning

confidence: 99%

Section: Ensuring Improved Student Behavioural Outcomesmentioning

confidence: 99%