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, whānau 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, whānau and communities 

At a whole-school level

Continuum of support

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

• All children and young people in all settings across the whole school
• Targeted groups who need more intensive behavioural support
• 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