Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools

Poed, Shiralee; Whitefield, Phillip

doi:10.1177/1053451220910742

Cited by 9 publications

(4 citation statements)

References 7 publications

(6 reference statements)

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“…Examples of these elements are teaching rule expectations followed up with encouraging feedback, regular collection and analysis of data and culturally responsive parent involvement (PI) (Hill & Brown, 2013;Mathews et al, 2014;Rose et al, 2020). Although the evidence base for the implementation of PBIS in schools is strong, implementation fidelity remains a key issue particularly in relation to PI (Pas et al, 2010;Poed & Whitefield, 2020;Sugai & Simonsen, 2012). Furthermore, although tools and resources are available to support PI in PBIS (Leverson et al, 2016;Weist et al, 2017), there remains no clear plan for schools to encourage and sustain PI generally, given consideration of the range of diverse cultures, abilities and confidence levels that parents have on entering the school environment (Hieneman & Fefer, 2017;Sahin, 2019).…”

Section: Overview Of Pbismentioning

confidence: 99%

Parent involvement in positive behaviour intervention and supports in Australia: teacher and parent/caregiver perspectives

Rose¹,

Mooney²,

Johnston³

et al. 2023

Aust. Educ. Res.

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Positive Behaviour Intervention and Supports (PBIS) is a framework for defining, teaching, and supporting appropriate social and academic behaviour in the school setting. This framework is widely implemented across the world, including Australia. Studies evaluating the effectiveness of PBIS confirm a relationship between implementation fidelity and student outcomes. Abundant literature highlights the significance of parent involvement (PI) on children’s social and academic outcomes. However, a consistently and surprisingly under researched component of PBIS is the involvement and influence of parents/caregivers. This article presents the findings of an original qualitative study using stakeholder interviews and artefact analysis to assess parent/caregiver involvement during PBIS implementation in two primary schools in South-West Sydney, Australia. These findings indicate that parent/caregiver involvement in PBIS implementation was interpreted differently by teachers and parents/caregivers and that there is potential for the development of improved methods to engage parents/caregivers more effectively in schools. Reframing parent/caregiver involvement in PBIS to address cultural sensitivities can progressively influence and stabilise this involvement to positively affect the sustainability, effectiveness and fidelity of PBIS. Limitations of the study together with recommendations for future practice are discussed.

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Section: Overview Of Pbismentioning

confidence: 99%

Parent involvement in positive behaviour intervention and supports in Australia: teacher and parent/caregiver perspectives

Rose¹,

Mooney²,

Johnston³

et al. 2023

Aust. Educ. Res.

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“…In contrast, implementation efforts of Positive Behavioral Intervention and Supports (PBIS), a MTSS approach to behavior, has had more success in being implemented at scale both in the U.S. (i.e., implemented in more than 28,000 schools across all 50 U.S. states; Sugai & Horner, 2020) and internationally (see Poed & Whitefield, 2020). The success of PBIS implementation has been explicitly linked to the focus on the processes, practices, and systems of implementation -the supports required to evoke and sustain adult behavior change -over and above the attention paid to interventions within the framework per se (Horner & Sugai, 2015;Horner et al, 2019).…”

Section: Supporting Successful and Sustained Implementationmentioning

confidence: 99%

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Stocker,

Fox,

Swain

et al. 2023

Behav. Soc. Iss.

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Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

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“…As a result of the proven efficacy and effectiveness of SWPBIS to improve the behavioural outcomes for students, schools across multiple Australian states, including Victoria, have adopted the framework (Poed & Whitefield, 2020). Ensuring that school change initiatives are sustained in schools and continue to deliver positive outcomes for students is a considerable challenge (McIntosh et al, 2009).…”

Section: Ensuring Improved Student Behavioural Outcomesmentioning

confidence: 99%

“…The purpose of the current study was to identify the facilitators and barriers Victorian teachers face as they work to improve the behavioural outcomes of their students within schools currently implementing the SWPBIS framework. The significant increase in resourcing allocated to SWPBIS implementation efforts across Australia warrants further investigation into variables supporting effective and sustained implementation (Poed & Whitefield, 2020). Developing a preliminary understanding of these facilitators and barriers is an important step to improving the SWPBIS implementation supports provided to teachers to ensure improved student behavioural outcomes can be achieved and sustained within their school.…”

Section: The Present Studymentioning

confidence: 99%

‘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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Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools

Cited by 9 publications

References 7 publications

Parent involvement in positive behaviour intervention and supports in Australia: teacher and parent/caregiver perspectives

Parent involvement in positive behaviour intervention and supports in Australia: teacher and parent/caregiver perspectives

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

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

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