Creating Effective Teaching and Learning Environments: Building a Positive Behavioural Support (PBS) Model for UK Special Schools

Autor/inn/en	Denne, Louise D.; Grindle, Corinna F.; Sapiets, Suzi J.; Blandford-Elliott, Millie; Hastings, Richard P.; Hoerger, Marguerite; Lambert-Lee, Katy; Paris, Andreas; Nicholls, Gemma; Hughes, J. Carl
Titel	Creating Effective Teaching and Learning Environments: Building a Positive Behavioural Support (PBS) Model for UK Special Schools
Quelle	In: Support for Learning, 38 (2023) 4, S.183-193 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/1467-9604.12459
Schlagwörter	Instructional Effectiveness; Educational Environment; Positive Behavior Supports; Foreign Countries; Special Schools; Student Behavior; Behavior Modification; Students with Disabilities; Outcomes of Education; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Special school; Sonderschule; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernleistung; Schulerfolg; Großbritannien
Abstract	The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01