School-Wide Positive Behaviour Support
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Drawing upon twenty years of experience putting the Positive Behaviour Support (PBS) framework into practice, this is the first definitive handbook to document the ways in which Australian schools have embraced and applied school-wide PBS, and to provide guidance on implementation.
Written by key Australian researchers and implementers with extensive expertise, School-Wide Positive Behaviour Support: The Australian Handbook is an important contribution to the work of school leaders and teachers. This book illustrates the significant contribution of PBS to improving schools and the potential for its systems approach to be expanded across education systems. The book’s structure corresponds to the theme of a continuum of supports, addressing the key conceptual foundations of PBS and its representation within school-wide implementation. Each chapter comprises a mix of research, practical case studies and examples, and features learning intentions, keywords, further reading, advice on applying your ideas, and links to the Australian Professional Standards for Teachers.
PBS has gained significant attention in Australia over the past two decades and its principles now underpin many successful systems and practices in schools and community and disability services. This book will be a foundational resource for implementers and coaches of PBS, educational leaders and policy advisors, pre- and in-service teachers, as well as researchers.
Katrina Barker is Associate Professor in the School of Education and Director of the Academic Program (Primary) at Western Sydney University. Katrina’s research programme centres on the science of evaluation and inclusive education, with a particular focus on improving the academic and psychosocial wellbeing outcomes of disadvantaged children and young people.
Shiralee Poed is Chair of the Association for Positive Behaviour Support Australia and is an ex officio member of the international Association for Positive Behaviour Support. She holds the position of Associate Professor at the University of Queensland and is Honorary Principal Fellow at the University of Melbourne Graduate School of Education.
Phillip Whitefield has worked as a teacher, school principal, and consultant in New South Wales schools. For many years he has provided technical assistance to schools implementing School-wide Positive Behaviour Support. He is currently a research student at the University of Sydney.