EFFECTIVE

BEHAVIOUR
SUPPORT
2009

Presented by Jennifer Gerrie RTLB 2009

Thanks to Juliet Lewis for allowing me to use her Powerpoint
• “If a student does not know how to read, we
teach.

• If a student does not know how to swim, we teach

• If a student does not know how to multiply, we

teach.

• If a student does not know how to behave, we

punish.”

(William
Glasser)
Juliet Lewis, 2007
EBS is based on the three Rs.
Underpinned by Research

Respect

Relationships
Resilience

Research
Evidence-based practice

Juliet Lewis, 2007

EBS is about Respect:
It involves and values the voices of the whole school
community to build a culture of respect and safety

Whanau Community
Students
Whole
Staff

Juliet Lewis, 2007

EBS is about Relationships

All young people need an adult from who they can gather strength

When we get on well

Often a teacher is
named as that person
with young people Can we do better?
they thrive

Juliet Lewis, 2007

EBS is about Resilience

The voices of students are a priority.

Students are more likely to

develop the confidence to ask for
help to identify their strengths and
strive to reach their potential.

This increases young people’s

chances of developing resilience
in an increasingly demanding world.

Juliet Lewis, 2007

• EBS is a school-wide relationship building, and
behavioural action framework that is individually
tailored by each school to create a safe learning
community.
• It develops consistency in behavioural expectations,
incentives and consequences in consultation with
students, staff, and parents.
• A quantitative information system (SWIS) used for
recording behavioural events is central to the
framework. All decisions are based on data, which in
turn records the appropriateness of the decision.
• Research shows that EBS maximises academic
opportunity.
Juliet Lewis, 2007
 EBS: Development

EBS was initially developed as an alternative to aversive

interventions used with students who had significant
disabilities. It was found to work with students in a wide
range of contexts
(Carr & Durand , 1985; Myer & Evans, 1989; Colvin,
Kame’enui, & Sugai, 1993)

School Wide EBS is about shifting the context of behaviour

interventions from isolated individual interventions to include
the wider environment of the whole school
(Jackson, 2004)

Juliet Lewis, 2007

 EBS: the success is supported by valid
research

Seven elementary schools which introduced School Wide EBS were studied for two
years and comparisons made with the 28 remaining district schools

Outcomes:
– Comparisons of outcomes indicated strong positive effects on
the number of disciplinary actions and academic performance
in the schools with EBS

– Comparisons between target students (with disruptive

behaviour) and criteria students indicated positive effects on
the social adjustment and academic performance of the
target students

– The schools receiving the intervention showed declines in

suspensions, emergency removals and office referrals. All
other schools in the district had increases in these areas
(Nelson, Martella & Marchand-Martella, 2002)

Juliet Lewis, 2007

 Clear behaviour
expectations in all
settings are
developed by the
school staff,
Decisions about students, and parents
which working collaboratively
expectations Behaviour
will be taught expectations are
(based on data) taught on site, in
classrooms, and at
Assembly

The school culture

Graphs from data clarify is based on positive
problematic behaviours, and respectful
locations, times of day, relationships:
and numbers of students Appropriate
respecting selves,
involved behaviours are
others, and the
recognised and
community
acknowledged

Inappropriate
behaviours
Consistent
recorded according
consequences
to definitions of
for
minor and major
inappropriate
instances
behaviour

Juliet Lewis, 2007

EBS: creating positive school
climates

Consult widely with staff,

parents and community to:

Keep the focus on Establish

developing behavioural
positive competence by
relationships across teaching the
the school agreed upon
community expectations

Juliet Lewis, 2007

EBS makes good sense:
Staff are on the same game plan

Expectations are taught

Problems are addressed through teaching as they occur

Juliet Lewis, 2007

 EBS: What is Different?

It is not another ‘drop in’

programme

It is a framework that
organises, implements, and evaluates
the multiple initiatives that are
related to relationship building and
social behaviour improvement in the
school

The planning of the framework

involves teacher, student, and parent
collaboration. It is therefore tailored
to fit within the strategic plan of the
school
•

Juliet Lewis, 2007

 EBS: Leadership

• The school Principal is seen as the key to

keeping the vision clear to all involved,
(staff, students, parents, BOT, and the
community) to share the data and
celebrate successes

Juliet Lewis, 2007

 The School Dream………… All the
bullies would
Netball More sets of be kind
hoops balls (tennis
balls) Teachers to
not boss the More books
bullies so the for the
bullies won’t library
get angrier
Big flash office
for …

Flasher New wall

toilets linings
(front
Bigger An activity room
runner)
classrooms for breaks (pool
table) ‘Achieve
with Respect’ room
New
traffic
signs
More A house captain
classrooms Bigger room so that
and canteen students can be
teachers menu invited in when
Inside they have done
netball good stuff
A New courts
swimmin paint
g pool brushes
and
paints Juliet Lewis, 2007