Review and Critique of Positive Behaviour Support Model
Since the 1980s researchers have discussed the effectiveness of positive behaviour intervention model for students and schools (Sugai & Simonsen, 2012). Journal articles and other literature discussing Positive Behaviour Intervention Support (PBIS) began to emerge from a framework devised by Sugai and Horner. The University of Oregon began publishing results about the effectiveness of a school-wide behavioural management approach and implementation using the multi-tiered PBIS model commenced in United States schools in the late 1990s. Currently implemented in primary and high schools are multi-tiered models adapted from the PBIS framework including: Prevent Act Resolve (PAR) in combination …show more content…
Decades of research from educational, mental health and applied behavioural analysis assisted in developing the key concepts and framework of PBIS (Horner, Sugai & Anderson, 2010). PBIS is a multi-tiered (primary, secondary and tertiary) behavioural intervention model using a proactive and positive reinforcement approach to address, support and achieve socially important behavioural changes in all students throughout the whole school setting (Menendez, Payne & Mayton, 2008).
PBIS also addresses the premise that creating an environment for staff and students to encourage positive behaviour, social interactions and self-esteem, increases the likelihood of achieving academic outcomes. Formulating behavioural expectations, yearly outcomes, logical consequences and a continuum of strategies to address all behaviour (appropriate and inappropriate) are unique to every school and can be successfully accommodated within the PBIS …show more content…
Data and observations will indicate whether a student has not responded to secondary intervention programs or exhibits chronic behaviour that may pose a risk to the student or others (Simonsen, Sugai & Negron, 2008). Fairbanks, Simonsen and Sugai (2008) emphasise functional behavioural assessments (FBA) are essential at tertiary level to assess the antecedents and purpose for the behaviour displayed by specific students. Teacher’s trained in specific interventions or special education are required at this level, as the support needs to be highly individualised. Formulating individualised behaviour programs addressing individual needs are requirements at tertiary intervention. Strategies incorporated into the individual plan may include additional increases in teacher feedback and positive reinforcement, teaching self-regulation skills, dividing tasks into more manageable steps and movement breaks as required (Fairbanks, Simonsen & Sugai, 2008). Continual acknowledgement and reinforcement of primary interventions is also essential at tertiary
Since the 1980s researchers have discussed the effectiveness of positive behaviour intervention model for students and schools (Sugai & Simonsen, 2012). Journal articles and other literature discussing Positive Behaviour Intervention Support (PBIS) began to emerge from a framework devised by Sugai and Horner. The University of Oregon began publishing results about the effectiveness of a school-wide behavioural management approach and implementation using the multi-tiered PBIS model commenced in United States schools in the late 1990s. Currently implemented in primary and high schools are multi-tiered models adapted from the PBIS framework including: Prevent Act Resolve (PAR) in combination …show more content…
Decades of research from educational, mental health and applied behavioural analysis assisted in developing the key concepts and framework of PBIS (Horner, Sugai & Anderson, 2010). PBIS is a multi-tiered (primary, secondary and tertiary) behavioural intervention model using a proactive and positive reinforcement approach to address, support and achieve socially important behavioural changes in all students throughout the whole school setting (Menendez, Payne & Mayton, 2008).
PBIS also addresses the premise that creating an environment for staff and students to encourage positive behaviour, social interactions and self-esteem, increases the likelihood of achieving academic outcomes. Formulating behavioural expectations, yearly outcomes, logical consequences and a continuum of strategies to address all behaviour (appropriate and inappropriate) are unique to every school and can be successfully accommodated within the PBIS …show more content…
Data and observations will indicate whether a student has not responded to secondary intervention programs or exhibits chronic behaviour that may pose a risk to the student or others (Simonsen, Sugai & Negron, 2008). Fairbanks, Simonsen and Sugai (2008) emphasise functional behavioural assessments (FBA) are essential at tertiary level to assess the antecedents and purpose for the behaviour displayed by specific students. Teacher’s trained in specific interventions or special education are required at this level, as the support needs to be highly individualised. Formulating individualised behaviour programs addressing individual needs are requirements at tertiary intervention. Strategies incorporated into the individual plan may include additional increases in teacher feedback and positive reinforcement, teaching self-regulation skills, dividing tasks into more manageable steps and movement breaks as required (Fairbanks, Simonsen & Sugai, 2008). Continual acknowledgement and reinforcement of primary interventions is also essential at tertiary