Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-28T03:15:15.076Z Has data issue: false hasContentIssue false
  • English
  • Français

‘Not Enough Time’: Identifying Victorian Teachers’ Perceptions of the Facilitators and Barriers to Supporting Improved Student Behaviour

Published online by Cambridge University Press:  17 May 2021

Russell A. Fox Open the ORCID record for Russell A. Fox [Opens in a new window] ,
Umesh Sharma Open the ORCID record for Umesh Sharma [Opens in a new window] ,
Erin S. Leif Open the ORCID record for Erin S. Leif [Opens in a new window] ,
Karina L. Stocker Open the ORCID record for Karina L. Stocker [Opens in a new window]  and
Dennis W. Moore Open the ORCID record for Dennis W. Moore [Opens in a new window]
Russell A. Fox*
Affiliation:
Monash University, Australia
Umesh Sharma
Affiliation:
Monash University, Australia
Erin S. Leif
Affiliation:
Monash University, Australia
Karina L. Stocker
Affiliation:
Monash University, Australia
Dennis W. Moore
Affiliation:
Monash University, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the social and behavioural needs of all learners. Implementation of SWPBIS within Australian schools is increasing. Although there is considerable evidence supporting the effectiveness and efficacy of SWPBIS as a means to improve the behavioural outcomes of all students, these positive outcomes largely depend on the actions of teachers. To this point, very limited research has been published that explores the experiences of teachers working in Australian schools currently implementing SWPBIS. The current study asked 206 Victorian teachers working in schools implementing SWPBIS two open-ended questions about the factors that they believed were facilitators or barriers to their ability to improve the behavioural outcomes of their students. The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. The most frequently identified barriers were a lack of time and inconsistent implementation. The practical and research implications of these preliminary qualitative findings are discussed.

Keywords

positive behavioural interventions and supportsimplementation fidelity and sustainabilityevidence-based practicesbehaviour supportclassroom management
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 205 - 220
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., … Sugai, G. (2019). School-Wide PBIS Tiered Fidelity Inventory. Retrieved from https://www.pbis.org Google Scholar
Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in sustaining school-wide positive behavioral interventions and supports. The Journal of Special Education, 49, 157–167. https://doi.org/10.1177/0022466914554298 CrossRefGoogle Scholar
Bastable, E., Massar, M. M., & McIntosh, K. (2020). A survey of team members’ perceptions of coaching activities related to Tier 1 SWPBIS implementation. Journal of Positive Behavior Interventions, 22, 51–61. https://doi.org/10.1177/1098300719861566 CrossRefGoogle Scholar
Blase, K. A., Fixsen, D. L., Sims, B. J., & Ward, C. S. (2015). Implementation science: Changing hearts, minds, behavior, and systems to improve educational outcomes. Retrieved from https://winginstitute.org/uploads/docs/2014%20Wing%20Summit%20KB.pdf Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa CrossRefGoogle Scholar
Deloitte Access Economics. (2017). Review of education for students with disability in Queensland state schools. Retrieved from https://education.qld.gov.au/student/Documents/disability-review-report.pdf Google Scholar
Feuerborn, L. L., Wallace, C., & Tyre, A. D. (2016). A qualitative analysis of middle and high school teacher perceptions of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 18, 219–229. https://doi.org/10.1177/1098300716632591 CrossRefGoogle Scholar
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25, 735–762. https://doi.org/10.1080/13603116.2019.1572232 CrossRefGoogle Scholar
Freeman, J., Sugai, G., Simonsen, B., & Everett, S. (2017). MTSS coaching: Bridging knowing to doing. Theory Into Practice, 56, 29–37. https://doi.org/10.1080/00405841.2016.1241946 CrossRefGoogle Scholar
Gage, N. A., Lee, A., Grasley-Boy, N., & Peshak George, H. (2018). The impact of school-wide positive behavior interventions and supports on school suspensions: A statewide quasi-experimental analysis. Journal of Positive Behavior Interventions, 20, 217–226. https://doi.org/10.1177/1098300718768204 CrossRefGoogle Scholar
Gage, N. A., Leite, W., Childs, K., & Kincaid, D. (2017). Average treatment effect of school-wide positive behavioral interventions and supports on school-level academic achievement in Florida. Journal of Positive Behavior Interventions, 19, 158–167. https://doi.org/10.1177/1098300717693556 CrossRefGoogle Scholar
Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679. https://doi.org/10.1007/s10802-005-7646-2 CrossRefGoogle ScholarPubMed
Heffernan, A., Longmuir, F., Bright, D., & Kim, M. (2019). Perceptions of teachers and teaching in Australia. Clayton, Australia: Monash University.Google Scholar
Hepburn, L. (2019). Behavioural support in an Australian government sector. In Bryer, F. & Beamish, W. (Eds.), Behavioural support for students with special educational needs: Trends across the Asia-Pacific region (pp. 89–100). Singapore: Springer. https://doi.org/10.1007/978-981-13-7177-6_5 CrossRefGoogle Scholar
Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia: A review of research. Australian Journal of Teacher Education, 44, 82–98. https://doi.org/10.14221/ajte.2018v44n2.6 CrossRefGoogle Scholar
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22, 276–282. https://doi.org/10.11613/BM.2012.031 CrossRefGoogle ScholarPubMed
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.), Handbook of positive behavior support (pp. 327–352). Boston, MA: Springer. https://doi.org/10.1007/978-0-387-09632-2_14 CrossRefGoogle Scholar
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79, 293–311.Google Scholar
McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., & Horner, R. H. (2018). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher, 47, 307–316. https://doi.org/10.3102/0013189X18776975 CrossRefGoogle Scholar
McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16, 31–43. https://doi.org/10.1177/1098300712470723 CrossRefGoogle Scholar
Myers, D., Simonsen, B., & Freeman, J. (2020). Implementing classwide PBIS: A guide to supporting teachers. New York, NY: The Guilford Press.Google Scholar
NSW Ombudsman. (2017 ). NSW Ombudsman inquiry into behaviour management in schools: A special report to Parliament under s 31 of the Ombudsman Act 1974. Retrieved from https://www.ombo.nsw.gov.au/news-and-publications/publications/reports/community-and-disability-services/nsw-ombudsman-inquiry-into-behaviour-management-in-schools-august-2017 Google Scholar
O’Neill, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535–545. https://doi.org/10.1016/j.tate.2012.01.008 CrossRefGoogle Scholar
Poed, S., & Whitefield, P. (2020). Developments in the implementation of positive behavioral interventions and supports in Australian schools. Intervention in School and Clinic, 56, 56–60. https://doi.org/10.1177/1053451220910742 CrossRefGoogle Scholar
International, QSR. (2018). NVivo 12 Plus [Computer software]. Melbourne, Australia: Author.Google Scholar
Qualtrics. (2020). Qualtrics [Computer software]. Provo, UT: Author. Retrieved from https://www.qualtrics.com Google Scholar
Simonsen, B., & Sugai, G. (2019). School-wide positive behavioral interventions and supports: A systems-level application of behavioral principles. In Little, S. G. & Akin-Little, A. (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (2nd ed., pp. 35–60). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000126-000 CrossRefGoogle Scholar
Sterrett, B. I., McDaniel, S. C., Majeika, C. E., & Bruhn, A. L. (2020). Using evidence informed strategies to adapt Tier 2 interventions. Journal of Applied School Psychology, 36, 133–154. https://doi.org/10.1080/15377903.2020.1714856 CrossRefGoogle Scholar
Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86, 120–136. https://doi.org/10.1177/0014402919855331 CrossRefGoogle Scholar
Sugai, G., Simonsen, B., Freeman, J., & La Salle, T. (2016). Capacity development and multi-tiered systems of support: Guiding principles. Australasian Journal of Special Education, 40, 80–98. https://doi.org/10.1017/jse.2016.11 CrossRefGoogle Scholar
Victorian Equal Opportunities and Human Rights Commission. (2012). Held back: The experiences of students with disabilities in Victorian schools. Retrieved from https://www.humanrights.vic.gov.au/static/a6db183a9b13ac2dd426637e362d55eb/Resource-Held_back_report-2012.pdf Google Scholar
Victorian Ombudsman. (2017). Investigation into Victorian government school expulsions. Retrieved from https://assets.ombudsman.vic.gov.au/assets/Reports/Parliamentary-Reports/1-PDF-Report-Files/Investigation-into-Victorian-government-school-expulsions.pdf?mtime=20191218105017 Google Scholar
Yeung, A. S., Craven, R. G., Mooney, M., Tracey, D., Barker, K., Power, A., … Lewis, T. J. (2016). Positive behavior interventions: The issue of sustainability of positive effects. Educational Psychology Review, 28, 145–170. https://doi.org/10.1007/s10648-015-9305-7 CrossRefGoogle Scholar