The first step to school-wide positive behavioural support in a Queensland high school: Laying the foundation for participation.
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University researchers, district personnel, and administrators of a high school in a low socioeconomic district collaborated to explore school-wide application of positive behaviour support (PBS). The partners were exploring this school-wide approach as an alternative to traditional approaches to managing the diverse range and intensity of problem behaviour that typically fail to deliver sustainable outcomes. This project was aimed to identify the structures, processes, and procedures that needed to be put into place in order to provide comprehensive and inclusive support systems for all students and staff in the local school community. In particular, administrators provided critical leadership to gain staff endorsement to change school practices. Starting points for this project were the model of school-wide supports for inclusive education proposed by Anderson (2003) and the Prevent-Act-Resolve comprehensive behaviour management model (Rosenberg & Jackman, 2003). Six conditional aspects of a foundation for the school community to participate in this project were identified.
Special Education Perspectives
© 2005 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.