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Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour Support\u003Cbr>Russell A. Fox Monash University\u003Cbr>Umesh Sharma Monash University\u003Cbr>Erin S. Leif\u003Cbr>Monash University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Applied Behavior Analysis Commons, Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nFox, R. A., Sharma, U., & Leif, E. S. (2022) . A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour Support. Australian Journal of Teacher Education, 47(1) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n1.2](http://dx.doi.org/10.14221/ajte.2022v47n1.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss1/2](https://ro.ecu.edu.au/ajte/vol47/iss1/2)  \nA Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage in Evidence-based  \nBehaviour Support  \nRussell Fox  \nUmesh Sharma  \nErin Leif  \nMonash University  \nAbstract: Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted schoolwide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature  \nexploring noted barriers to the successful and sustained  \nimplementation of SWPBIS. First, limited exploration of teachers’  \nperceptions oftheir preparation (pre-service and in-service) and  \nconfidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context.  \nThe findings from such exploration may be used to inform the  \ndevelopment of teacher training programs, and support efforts to  \nsuccessfully and sustainably implement SWPBIS in Australian  \nschools.  \nSchool-wide Positive Behavioural Interventions and Supports  \nSchool-wide positive behavioural interventions and supports (SWPBIS) is one evidence-based framework designed to provide a continuum of social, emotional and behavioural supports to all students (Kincaid & Horner, 2017). Using a prevention logic derived from prevention science (Sugai et al., 2016) and underpinned by behavioural science (Myers et al., 2020), school staff implement a tiered continuum of supports and interventions to addresses the needs of all learners. The continuum of supports provided to students is underpinned by a functional understanding of behaviour, which seeks to pinpoint the relationship between the behaviour a student is exhibiting and the contexts within which these behaviours occur (Simonsen & Sugai, 2019) . This is distinctly different to approaches that place the causes of problem student behaviour within the student themselves. Functional approaches to understanding and supporting student behaviour have been reported to be more effective than non-function-based approaches at reducing problem behaviour and improving students’ educational outcomes (Dunlap & Kern, 2018) .  \nRather than bein","cbCaicaFVMaEXtvb","https://ap.wps.com/l/cbCaicaFVMaEXtvb","pdf",260558,17,"English","# Abstract\n# School-wide Positive Behavioural Interventions and Supports (SWPBIS)\n## Tiered continuum of supports (Tier 1-3)\n## Functional understanding of behaviour","[{\"question\":\"What does SWPBIS aim to provide in schools?\",\"answer\":\"SWPBIS is an evidence-based framework providing a continuum of social, emotional, and behavioural supports to all students using a tiered set of interventions.\"},{\"question\":\"How does the study position teachers’ perceptions within SWPBIS implementation?\",\"answer\":\"It explores teachers’ preparation and confidence to engage in SWPBIS, and examines the degree to which teachers agree with a functional approach to understanding and supporting student behaviour.\"},{\"question\":\"Why are functional behaviour approaches emphasized in SWPBIS?\",\"answer\":\"Functional approaches focus on the relationship between students’ exhibited behaviours and the contexts in which they occur, and are described as more effective than non-function-based approaches for reducing problem behaviour and improving outcomes.\"}]","A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour Support | PDF",1792078420,43]