Schools

Our objective

To Improve wellbeing and behaviour, reduce restrictive practices, minimise exclusions and administrative referrals, enhance academic performance

Our training approach to accomplishing this is based on

Schoolwide Positive Behavioural Interventions and Supports (SWPBIS)

One Minute Summary

Our training for schools is based on an approach known as ‘Schoolwide Positive Behavioural Interventions and Supports’ (SWPBIS).

SWPBIS is a school specific evidence-based approach to behaviour support. It is a tiered framework meeting the needs of all students through the construction of a continuum of support for students and staff. There are 3 tiers to the continuum (see figure 1 below).

Drawing from Trauma, and Positive Behaviour Support (PBS) informed approaches SWPBIS represents a model anchored to proactive preventative and proactive developmental strategies. A broad range of low arousal de-escalation strategies, for the management of crisis level behaviours are also taught. Appropriate physical restrictions may also be taught where an assessment indicates the necessity. Uniquely In SWPBIS, strategies are linked to known functions of behaviour, this is proven to improve efficacy.

SWPBIS has been demonstrated to improve wellbeing and behaviour, reduce restrictive practices, minimise exclusions and administrative referrals, and enhance academic performance (Please follow link 1 to list of supporting research).
(click here for supporting evidence).

Full read

Our training for schools is based on the systems, practices, and data gathering and analysis processes of ‘Schoolwide Positive Behavioural Interventions and Supports’ (SWPBIS). This provides us with a degree of certainty that we are providing your staff with the knowledge, skills and confidence that are proven to provide positive outcomes for every stakeholder in your school community.

Why SWPBIS?

SWPBIS is an evidence-based approach to behaviour support within school-based settings. It is a tiered framework meeting the needs of all students through the construction of a continuum of support for students and staff. There are 3 tiers to the continuum (see figure 1 below).

SWPBIS has been demonstrated to improve wellbeing and behaviour, reduce restrictive practices, minimise exclusions and administrative referrals, and enhance academic performance (Please follow link 1 to list of supporting research).

Drawing from Trauma , and Positive Behaviour Support (PBS) informed approaches SWPBIS moves schools towards a model anchored to primarily proactive preventative and proactive developmental strategies. In addition, a broad range of low arousal de-escalation strategies, including non-aversive reactive strategies (NARS) for the safe situational management of crisis level behaviours are also taught. Appropriate physical restrictions may be included in your training package subject to a training needs analysis to ensure your staff are skilled up to the appropriate level. Uniquely In SWPBIS, strategies are linked to known functions of behaviour, this is proven to improve outcomes.

Trauma informed educators ask:
‘What happened to you?’
Rather than
‘What’s wrong with you’

Figure 1

SWPBIS recognises every school and classroom will consist of a group of individual pupils that will represent a broad range of experiences and needs. This may give rise to behaviours that present teachers and school-systems with varying degrees of challenge.

The behavioural needs of most students (particularly in mainstream schools) can be met by broad based proactive school wide strategies (Fig 1., Tier 1).

However, a smaller group of students may exhibit behaviours of concern that are having a more significant impact on their wellbeing and educational outcomes. For a variety of reasons, Tier 1 strategies don’t meet their needs. Quite often this will include pupils affected by past trauma and neglect or those with additional learning needs.

These students require more targeted interventions and a more individualised approach to the meeting of their needs. A more therapeutic, trauma informed disposition is required of teachers. Such an approach will engage teacher empathy and curiosity in understanding behaviour within its wider context of environmental, biological and psycho-social influences. Some students will require a formal functional assessment (Figure 1., Tier 3), this will then form the basis for an individual multi-elemental behaviour support plan. SWPBIS provides both the templates and the toolkit to facilitate this. Click here for a more comprehensive article relating to this model.

Outcomes

The outcomes from SWPBIS are what schools achieve through the data, systems, and practices they put in place. This includes Improved wellbeing and behaviour, reductions in restrictive practices, reductions in exclusions and administrative referrals, and enhanced academic performance.

Pathways to Training

Participant Courses

We provide a suitably qualified and experienced coach to deliver a closed course for up to 16 (theory only) or 12 (theory and physical restraint) staff. These can be delivered in-situ at your school or at an appropriate remote venue. Course duration: 1 to 4 days.

Train the Trainer

The T-PABC Schools Coaches foundation programme skills up candidates to cascade a range of SWPBIS modules and techniques to staff within their specific organisation.

For some organisations the role of ‘coach’ may involve more than simply cascading training. Lead practitioners and coaches may need to fulfil 3 key functions within their organisation:

1. The behavioural expertise function
2. The Practice Leadership Function and
3. The Managerial Function

The foundation course explores these functions, and the roles individuals may be best suited to.

Train the Trainer (Advanced)

The foundation level may be supplemented with more advanced modules. These modules further enhance the skills and capabilities of coaches and will help ensure fidelity in the implementation, embedding and monitoring of Trauma and PBS approaches across whole organisations. In particular we offer modules relating to the three key functions identified above. This includes practice-based leadership, mentoring, functional behavioural assessment, and organisational approaches to the implementation of Trauma and PBS informed approaches