Positive Behaviour Support: An Overview of the Three-tiered Framework

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Beamish, Wendi
Saggers, Beth
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Beth Saggers

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2017
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Abstract

In Australia and globally, there is an increasing need for schools to create safe and supportive environments in order to promote positive, productive behaviour, social and emotional w wellbeing and academic outcomes for all learners (Australian Government Department of Education and Training, 2015). Positive Behaviour Support (PBS) is internationally recognised as a viable framework for meeting this need, particularly in relation to middle-years learners. Research conducted in the United States has shown that the multi-tiered PBS framework-if implemented with commitment, consistency and integrity-has the capacity to improve school and classroom climate, increase a school community's sense of safety and reduce behavioural incidents and bullying (see Horner et al., 2010; Knoff, 2012; Sugai et al., 2016). In addition, the tiered framework has the potential to increase not only academic, social, emotional and attendance outcomes among learners (Sugai et al., 2016) but also self-efficacy and job satisfaction for teachers (Ross et al., 2012). This chapter introduces the key elements of PBS and describes the three-tiered continuum of learner support implemented within the PBS schoolwide framework of prevention and intervention. Throughout the chapter, middle-years learners are viewed as being actively involved in decision-making, taking responsibility for and managing their own actions and engaging productively with others to create a sense of community. By comparison, teachers are perceived as appreciating the challenges of adolescence, having high but reasonable expectations for every learner and understanding that all behaviour serves a purpose for the learner.

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Developing Positive Classroom Environments: Strategies for nurturing adolescent learning

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Specialist Studies in Education not elsewhere classified

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