This is a section of a group paper for a social-emotional intervention plan. (Apsy 674).

School-wide/Universal Intervention Program (Rhonda Williams) In schools, the key to effective preventative measures is the development of strategies that impact adult behaviour and school environment in a positive way (Scott, Alter, Rosenberg & Borgmeier, 2010). Universal school interventions such as Positive Behaviour Supports (PBS) generally facilitate success for approximately 80% of the student population. The PBS framework provides school staff with effective strategies to improve behavioural outcomes in their school while further facilitating academic and social development in a safe and supportive environment (Alberta Education, 2008). While disruptive student behaviours can negatively impact learning, social climate and personal relationships, PBS is well suited for helping students with emotional and behavioural difficulties adapt their behaviour to general education classrooms so that emotional, social and intellectual growth can occur (Alberta Education, 2008; Hieneman, Dunlap & Kincaid, 2005). The PBS framework facilitates the inclusion of students with emotional and behavioural difficulties by establishing a proactive and solution-oriented approach with consistent expectations and approaches across classrooms and throughout the school. PBS also reduces the systemic strain by allowing more time, energy and resources to address the individual needs of students as they arise (Hieneman et al., 2005). One of the strengths of PBS is its flexibility to include a wide range of interventions to best meet the needs of students on a school-wide, classroom and individual level (Alberta Education, 2008; Scott et al., 2010). The main goal of SWPBS is to change the school environment to increase student exposure to protective factors and reduce exposure to common risk factors (McIntosh et al., 2010, p. 7). School personnel can use several practices to prevent problem behaviour and

promote positive school cultures. The focus of the PBS approach is to support students and teachers within the learning environment by establishing, maintaining and reinforcing the positive behaviour of the majority of students by providing clear and consistent school-wide behavioural expectations, also addresses problem behaviours as they arise. Consequences should be fair and predictable and positive reinforcement should be used as frequently as possible to shape desirable behaviour (Alberta Education, 2008; McIntosh et al., 2010; Scott et al., 2010). In addition, modifications to the environment (e.g. hallways, lunch rooms) can be made to reduce opportunities for negative behaviour (McIntosh et al., 2010; Scott et al., 2010). To support students academically, differentiated instruction should be used to increase engagement and create opportunities for success (Alberta Education, 2008; Hieneman et al., 2005; McIntosh et al., 2010). Teaching and reinforcing prosocial behaviour and social skills throughout the school setting allows students the opportunity to practice positive skills with adults and peers within a safe and predictable environment (Alberta Education, 2008; McIntosh et al., 2010). In addition, interventions need to be tracked and assessed for effectiveness, making data-driven decisions and an action plan for school change (Alberta Education, 2008; Scott et al., 2010). The most common methods for collecting data and identifying patterns include interviewing or surveying stakeholders (students, teachers, parents and other relevant individuals), tracking office referral and attendance records and conducting observations across activities, people and times of day to utilize the perspectives of multiple sources (Alberta Education, 2008; Hieneman et al., 2005). Another key component to the PBS framework is the use of building and maintaining interpersonal relationships within the school culture. Positive authentic relationships between students and teachers help to reduce negative behaviours within the school setting. Teachers can initiate and sustain meaningful relationships by exhibiting warmth, caring and trust while

directing positive attention towards each student. This strength-based approach and interest into the lives of each student creates a sense of belonging while demonstrating active listening (Alberta Education, 2008; Scott et al., 2010). A comprehensive school-wide PBS approach involves identifying and engaging all participants in a collaborative, stakeholder-driven process which consists of students, teachers, parents, administrators as well as related service providers as part of a collaborative team (Hieneman et al., 2005). Creating a safe and caring environment requires an effectively communicating team that is solution-focused (Alberta Education, 2008). Effective PBS teams are characterized by open, honest and respectful communication, shared goals and responsibilities, a willingness to address conflicts and utilize consensus-based decision making as well as a long term commitment to problem solving and support. Specifically, it is important that teachers are committed to PBS and agree to consistently implement interventions in the same manner across time and across school personnel. This requires the use of simple interventions with effective communication throughout the entire school team in order to create a safe and predictable environment (Scott et al., 2010). In addition, PBS teams often determine and address training and resource needs (reallocation of staff, time, specific resources) to promote sustained behavioural improvement from students (Alberta Education, 2008; Hieneman et al., 2005).