“It doesn’t matter because I love you”. A case study examining the interpretation of Behaviour Classification Tables and Positive Behaviour Support models

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL
Alicia Blanco-Bayo
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引用次数: 1

Abstract

ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.
"没关系,因为我爱你"个案研究检视行为分类表和积极行为支持模型的解释
指导教师使用行为政策(BP)的规定性大纲没有建议小学的BP是否可以情境化。本研究探讨行为分类表(bct)在多大程度上帮助员工选择改善行为的策略。使用情境-机制-结果配置(CMO)作为现实主义分析的主要结构,本评估考察了如何灵活地解释BCTs使教职员工能够在整个学校支持儿童。虽然适应btc的积极影响是公认的,但也强调了对行为期望的严格解释可能会阻碍行为的改善。通过对英格兰西北部一所小型学校的一个案例研究分析,确定了使用积极行为支持模型(PBS)某些方面的好处。进一步的研究建议设计一个模型,根据发展需要设定行为期望,并可能根据个别学校的具体情况进行背景化。建议使用彩色编码的图表和图片来呈现bct,通过插图形成可接受行为的可理解定义。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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