Positive behavioural and interventions support
Positive behavioural and interventions support refers to an evidence-based system that is fashioned to improve on students pro-social behaviours as well as academic outcomes while facilitating a positive learning environment. This paper is going to give a review on the impact of the positive behavioural and interventions support system basing its argument on an article by Noltemeyer as the primary reference material.
The school-wide positive behavioural and interventions support refers to a subsection of PBIS in which a school focuses on some behaviours and operationalizes the expectations on various school settings. SWPBIS is being advocated for due to its ability to create a wholesome achievement on multiple elements in the learning environment, including teachers, students and staff. According to Noltemeyer, Studies have proved SWPBIS to be related to various positive outcomes such as; better student pro-social behaviour, sense of staff association and organizational health, teacher self-efficacy as well as decreased suspensions and disciplinary referrals (Noltemeyer 2019). Therefore, it follows that the SWPBIS system is an essential tool in the school setting since it helps improve behavioural relations among students. Additionally, the ability of the system to increase the value of teachers through promoting self-efficiency is an aspect to have a focus on.
An essential aspect of SWPBIS lies in focusing on its ability to create educational equity among students. Students come from various backgrounds, as such, there is bound to be variations in different entities like student discipline. According to Noltemeyer, a core element of tier 1 lies in developing a multiplexed system of supports by providing intercessions to students based on their levels of need (Noltemeyer 2019). Therefore, it follows that in considering the specific needs of an individual, an equal learning environment can be achieved. However, despite that a question arises, are the methodologies for establishing students need competent enough to determine needs, not in the quantum of expectation of the SWPBIS?