positive behaviour support in schools: examples from practice · • function based behaviour plans...
TRANSCRIPT
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Positive Behaviour Support in Schools: Examples from Practice
Dr. Maggie Hoerger, BCBA-DBangor University
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Collaborative Institute for Education Research, Evidence and Impact (CIEREI)
• A partnership between Bangor University, GwE, and local schools.
• The current projects have largely been developed and funded as CIEREI projects.
• Close to practice research
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ALN in Mainstream Schools
• 105,625 pupils with ALN in mainstream schools
• 4,831 students enrolled in Special School• 1% of pupils in Wales attend special school
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Acknowledge Behaviours
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Celebrate!!
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Ratio of Positive Statements
Positive : Negative in R4L Schools
3:12:1
1:1
1:1
4:1
6:1
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Tier 2
• Check in/Check Out
• Nurture Groups working on emotional regulation and self control (PATHS)
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Ground floor
First floor
Second floor
•Choice time limited to class
•Choice time outside classroom•Additional weekly reward from toy box
•Additional weekly reward from in-school experiences catalogue
Advance to red house
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Orange House
• Students who achieve orange house are working towards independence.
• Students begin to collect their own data and monitor their own progress.
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School buy-in
• Each School has a R4L committee• R4L is in the School Development Plan• Student Council in involved• Senior Management attends termly meetings
about project
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Mainstream PBS
• School Wide Expectations• Consistent, Positive Culture• Clear Systems for positive and
negative consequences for behaviour
• Check in/Check Out• Nurture Groups
• STEPS• Function Based
Plans
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Key Stage 1 Behaviour Assessment Unit
• 6 Children in Key Stage 1 • Assessment Unit set in
Mainstream School• 3 members of staff• Children return to primary
school every Friday• Supported by Behaviour
Analysts
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Behaviour Unit
• STEPS• PATHS
• Academic Interventions
• Function Based Plans
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Paths ++ Tier 1
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Tier 3
05
101520253035
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Min
utes
Day
Minutes spent in 'Calm Room'
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Special School PBS
• Ages 3-19 • Range of Disabilities• Multiple Pyramids in Special Schools
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Foundation Phase: BESST• One to one teaching sessions • Function based behaviour plans • Group teaching sessions• Behaviour analysts design and
supervise programmes in collaboration with teachers for one hour a week per child
• Teaching staff deliver the interventions
• Originally funded by Ysgol y Gogarth
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Tier 1: Individualised Learning Plans
• Each child is assessed on a developmental inventory• A behaviour analyst sets weekly targets for each child• A child will have between 20-75 individual targets
each week• Every Staff member works with every child• Each child completes 1:1 work for about an hour a
day
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British Early Special Schools Teaching Model:Control
Group Study
Laura Pitts, Marguerite Hoerger, Helena O’Boyle
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Tier 3 SEN School• Function Based Behaviour
Plans
• Assessment and intervention led by a Board Certified Behaviour Analyst
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Positive Behaviour Support in Schools
• Active Teaching• Positive School Culture• Consistency• Clear systems for
Feedback• Behaviour Analysts
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Thank you!
• Millicent Blandford-Elliott, BCBA• Laura Pitts, BCBA• Emma Harrison, BCBA• Hannah Walley, BCBA• Dr. Richard Watkins• Stephanie Cartmel• Jonathan Morgan