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Ministry of Education.

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What does this look like in practice?

At an individual level . . .

ENQUIRE

  • Make observations
  • Collect data
  • Understand the context and the purpose of the behaviour

PLAN

  • Hypothesise
  • Clearly identify:
    • ideal replacement behaviour
    • necessary environmental adjustments
    • ways to encourage and provide opportunities for positive learning behaviour
    • ways to positively acknowledge and reinforce positive behaviour
    • ways to discourage and respond to unwanted behaviour
    • Develop a crisis response and ways to manage escalating inappropriate behaviour
    • Create opportunities to practice wanted behaviour

INSPIRE

  • Innovate and experiment
  • Address events that cause or trigger unwanted behaviour
  • Be clear about behaviour expectations
  • Teach and model desired behaviour
  • Reinforce expected behaviours with rewards / encouragement / praise
  • Use natural and logical consequences for bad behaviour
  • Support, reinforce and work with child’s strengths

REVIEW

  • Revisit enquiries regularly to assess change
  • Acknowledge child’s adaptability and celebrate success
  • Recognise innovations and commitment of staff
  • Use individual success data to report achievements to parents, family, whanau and communities

 

At a classroom and centre level . . .

ENQUIRE

  • Talk to staff and children
  • Observe behaviours

PLAN

  • Jointly construct expectations, responsibilities, responses and reinforcers with children and young people
  • Choose small changes that will have biggest impact
    • Identify:environmental adjustments and adaptations that will influence learning behaviour
    • approaches for teaching replacement behaviours
    • ways to encourage and provide opportunities for positive learning behaviour and increase engagement
    • ways to discourage and respond to unwanted behaviour how whole school initiatives can reinforce what’s being done in the classroom

INSPIRE

  • Innovate and experiment
  • Address events that cause or trigger unwanted behaviour
  • Be clear about behaviour expectations and teach/model desired behaviour
  • Reinforce expected behaviours with rewards / encouragement / praise
  • Respond to unwanted behaviour with predictable consequences / responses
  • Consequences should match intensity of unwanted behaviour

REVIEW

  • Identify ways to measure classroom / centre changes over time
  • Acknowledge child’s adaptability and celebrate success
  • Recognise innovations and commitment of staff
  • Use individual success data to report achievements to parents, family, whanau and communities

 

At a whole-school level . . .

CONTINUUM OF SUPPORT

Systems and practices informed through the use of data are in place to support:

  1. All children and young people in all settings across the whole school
  2. Targeted groups who need more intensive behavioural support
  3. A small number of children with very high needs

SYSTEMS

  • Create systems to support staff / children / young people
  • Co-create plans / initiatives with your students / school community
  • School leaders show:
    • effective leadership
    • develop caring and positive  relationships
    • effective change management
    • Focus on team-based problem-solving
    • Focus on data-based decision-making
    • Provide staff with adequate training and professional development
    • Ensure long term sustainability

DATA

  • Be data driven:
    • Gather behavioural and learning data to drive decisions, prioritise, and problem-solve
    • Measure the effectiveness of interventions (what you do)
    • Track trends and patterns over time to make useful adjustments
    • Share data with students and school community

PRACTICES

  • Implement evidence-based behavioural practices
  • Understand the purpose of behaviour
  • View the system, setting or learning need as most likely source of problem
  • Adjust systems and settings
  • Identify and teach replacement skills and build relationships
  • Rely on positive approaches
  • Provide ongoing reinforcement of expected behaviours
  • Be consistent in all reinforcement and responses across the school

Next page: School examples . . .

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