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Positive Behavior Support In French-Speaking Belgium: A Novelty And A Challenge

Authors:
Marie Bocquillon at University of Mons
Marie Bocquillon
Christophe Baco at University of Quebec at Trois-Rivieres
Christophe Baco
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Abstract

In French-speaking Belgium, PBS is little known and implemented. The results of the implementation of PBS in a school will be presented. Ways to improve the implementation of PBS in various contexts will be suggested.
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Discussion and conclusion
Overall positive and encouraging results for an
initial implementation of the training
➔Joins the positive results of other studies (e.g. Bissonnette,
Bocquillon & Saint-Georges, 2020)
Ideas for improving training
Limitations and perspectives (ongoing)
Study conducted in 1 school →to be replicated
Study focused solely on the implementation of PBS. The effects of the
system could not be measured, due to the difficulty of some teachers
to collect behavioral data →Need to conduct other studies evaluating
the implementation, but also the effects of PBS.
Establishment of a Behavior Support Team to
ensure some form of harmonization of practices
Collecting and using behavioral data to make
decisions
Positive Behavior Support in French-speaking Belgium: a Novelty and a Challenge
Bocquillon, Marie, First assistant (Ph. D.)
Baco, Christophe, Ph. D. student
Context
French-speaking Belgium
3 (potential) explanations:
Current reform →results-based management
Selective references
20th International Conference on Positive Behavior Support
Jacksonville, Florida, March 30 –March 31
Method
Research question: Does the educational team
implement the different components of PBS ?
Observations in the school and interviews with :
→using an adaptation of the School-Wide Evaluation Tool (SET)
(Horner et al., 2004)
The case study
One school chooses to implement PBS in its playgrounds.
Training of the team
2019-2020
•Training and creation of preventive and
corrective tools
2020-2021
•Completion of training and implementation of
PBS in the school (with coaching from trainers)
Lack of awareness of evidence-based practices
Difficulty in harmonizing practices
Great deal of pedagogical freedom written in the Belgian Constitution
•Difficulty in managing behavior (see TALIS survey, 2018) leads to
difficulties for students and teachers (e.g. drop out)
•Lack of preparation for classroom management (OECD, 2018)
•Few evidence-based practices such as PBS 10 randomly
selected primary
school pupils
5 randomly
selected
kindergarten pupils
The 5 kindergarten
teachers
The 6 primary
school teachers The principal
=
The training aims to train the team in the
implementation of primary-tier interventions of PBS
Results (selection)
✓Teaching materials presenting behavioral expectations in a POSITIVE way
✓100% of team report that explicit instruction of values and behavioral
expectations has taken place
✓100% of students surveyed report receiving positive reinforcement
✓12 out of 15 students (including all 5 kindergarten students) are able to
explain why they received positive reinforcement
✓Teachers collected behavioral data in one of the two playgrounds
✓Principal shares data with the team monthly
✓The Behavior Support Team meets at least once a month
No student can name the school values, BUT 2 kindergarten students and 2
primary students can explain the expectations / show the posters
67% of primary teachers can name at least 2 out of 3 values
80% of kindergarten teachers can name at least 2 out of 3 values
Behavioral data is not collected in one of the two playgrounds (in
kindergarten)
Despite sharing data, there appears to be little use of the data for decision
making
The Behavior Support Team does not seem to provide feedback to the
educational team about PBS activities
Challenge
Emphasize even more... the values = the foundation of the PBS
Train more the teachers in collecting and analyzing behavioral
data by giving more meaning to these operations
Train the Behavior Support Team first (in-depth training), then
the entire team
Emphasize the importance of the Behavior Support Team, including
the importance of its mission to analyze behavioral data and its role
in training and providing feedback to the whole team.
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-
Wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior
support. Journal of Positive Behavior Interventions, 6(1), 3–12.
https://doi.org/10.1177/10983007040060010201
Bissonnette, S., Bocquillon, M., & St-Georges, N. (2020). Bienveillance à l’école et prévention des
difficultés comportementales : le Soutien au comportement positif (SCP). La nouvelle revue -
Education et société inclusives, 8, 231-240.
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  • Nov 2024
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