The articles included in this special section are based on the authors’ presentations at the International Society on Early Intervention Conference: Research to Practice in Early Intervention held in Sydney in June 2019. Of note, all six articles reflect a collaboration between researchers and practitioners, with the data and discussions presented having implications for the work of families, early childhood educators, and specialist practitioners. All articles detail approaches designed to support the inclusion of young children with disabilities/delays in home and early childhood education and care (ECEC) settings. The important contributions of family members, carers, and early educators are recognised and strategies are proposed for supporting them in their critical roles through capacity building. In the first article, Fulcher et al. detail an investigation into the effect of a locally developed social skills program for young children with hearing loss. The authors are able to demonstrate changes in measures of theory of mind following implementation of the program but suggest that this may not be sufficient to ensure that young children with hearing loss will develop social skills at the same rate as their typically hearing peers. They suggest strategies for addressing this developmental gap. In the next three articles, researchers evaluated professional development programs designed to develop the capacity of early childhood educators to implement evidence-based early childhood inclusion models. These models were designed to assist children with additional needs to engage and participate in inclusive ECEC settings, and can also support a quality general early childhood program. Swalwell and McLean detail an evaluation of a professional development program designed to build the capacity of early childhood educators to implement the Pyramid Model in early education and care settings. This model was originally developed and researched by Hemmeter and her colleagues in the United States (Hemmeter, Hardy, Schnitz, Adams, & Kinder, 2015). Another model that has had considerable exposure in the research literature is the Early Start Denver Model (ESDM) developed by Rogers and Dawson (2010). Aylward and Neilsen-Hewett trialled this model and, in their article in the special section of this issue, they report educator perceptions of the impact of the ESDM professional development program on successful inclusion in ECEC settings. The impact of Way to Play, a program designed to assist adults to engage in play with young children with autism, is reported in the article by Beaumont, Blakey, Stuart, and Woodward. This capacitybuilding training and coaching approach, developed in New Zealand, involves teaching early interventionists to work with family members and educators to implement a relationship-building program with the young children with autism in their care. In the next paper, Quick, Flatley, Sellwood, Alam, and Vukovich used the barriers to
{"title":"Special Section: Capacity Building in Early Childhood Intervention","authors":"Coral Kemp","doi":"10.1017/jsi.2021.17","DOIUrl":"https://doi.org/10.1017/jsi.2021.17","url":null,"abstract":"The articles included in this special section are based on the authors’ presentations at the International Society on Early Intervention Conference: Research to Practice in Early Intervention held in Sydney in June 2019. Of note, all six articles reflect a collaboration between researchers and practitioners, with the data and discussions presented having implications for the work of families, early childhood educators, and specialist practitioners. All articles detail approaches designed to support the inclusion of young children with disabilities/delays in home and early childhood education and care (ECEC) settings. The important contributions of family members, carers, and early educators are recognised and strategies are proposed for supporting them in their critical roles through capacity building. In the first article, Fulcher et al. detail an investigation into the effect of a locally developed social skills program for young children with hearing loss. The authors are able to demonstrate changes in measures of theory of mind following implementation of the program but suggest that this may not be sufficient to ensure that young children with hearing loss will develop social skills at the same rate as their typically hearing peers. They suggest strategies for addressing this developmental gap. In the next three articles, researchers evaluated professional development programs designed to develop the capacity of early childhood educators to implement evidence-based early childhood inclusion models. These models were designed to assist children with additional needs to engage and participate in inclusive ECEC settings, and can also support a quality general early childhood program. Swalwell and McLean detail an evaluation of a professional development program designed to build the capacity of early childhood educators to implement the Pyramid Model in early education and care settings. This model was originally developed and researched by Hemmeter and her colleagues in the United States (Hemmeter, Hardy, Schnitz, Adams, & Kinder, 2015). Another model that has had considerable exposure in the research literature is the Early Start Denver Model (ESDM) developed by Rogers and Dawson (2010). Aylward and Neilsen-Hewett trialled this model and, in their article in the special section of this issue, they report educator perceptions of the impact of the ESDM professional development program on successful inclusion in ECEC settings. The impact of Way to Play, a program designed to assist adults to engage in play with young children with autism, is reported in the article by Beaumont, Blakey, Stuart, and Woodward. This capacitybuilding training and coaching approach, developed in New Zealand, involves teaching early interventionists to work with family members and educators to implement a relationship-building program with the young children with autism in their care. In the next paper, Quick, Flatley, Sellwood, Alam, and Vukovich used the barriers to ","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"1 1","pages":"105 - 107"},"PeriodicalIF":0.7,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89659459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tracey Quick, Beth Flatley, C. Sellwood, Oishee Alam, Ildi Vukovich
Abstract The New South Wales (NSW) Government supports the meaningful participation of children with disability and additional learning needs in community-based not-for-profit preschools. Funding and sector capacity building is provided under the Disability and Inclusion Program to support access and participation in educational programs. Research and theories, which highlight the essential factors for successful inclusion, have been used to guide the development of the program. Baseline data were collected from 680 survey respondents from NSW community preschools regarding barriers to inclusion and supports needed to ensure that inclusion for children with additional needs is successful. Attitude to inclusion was not reported to be a major barrier; however, educators reported the need for specialist support and appropriate training. Data from the program continue to reveal the reality of inclusion for children and the role played by funding and ongoing capacity-building support.
{"title":"A Model of Inclusion for Children With Disability in NSW Community Preschools","authors":"Tracey Quick, Beth Flatley, C. Sellwood, Oishee Alam, Ildi Vukovich","doi":"10.1017/jsi.2021.16","DOIUrl":"https://doi.org/10.1017/jsi.2021.16","url":null,"abstract":"Abstract The New South Wales (NSW) Government supports the meaningful participation of children with disability and additional learning needs in community-based not-for-profit preschools. Funding and sector capacity building is provided under the Disability and Inclusion Program to support access and participation in educational programs. Research and theories, which highlight the essential factors for successful inclusion, have been used to guide the development of the program. Baseline data were collected from 680 survey respondents from NSW community preschools regarding barriers to inclusion and supports needed to ensure that inclusion for children with additional needs is successful. Attitude to inclusion was not reported to be a major barrier; however, educators reported the need for specialist support and appropriate training. Data from the program continue to reveal the reality of inclusion for children and the role played by funding and ongoing capacity-building support.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"16 1","pages":"150 - 163"},"PeriodicalIF":0.7,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74034881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.
{"title":"Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program","authors":"E. Aylward, C. Neilsen-Hewett","doi":"10.1017/jsi.2021.11","DOIUrl":"https://doi.org/10.1017/jsi.2021.11","url":null,"abstract":"Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"64 1","pages":"135 - 149"},"PeriodicalIF":0.7,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78703906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jane Warren, Elena Soukakou, J. Forster, Lai-Thin Ng, E. Nteropoulou-Nterou
Abstract Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.
{"title":"Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia","authors":"Jane Warren, Elena Soukakou, J. Forster, Lai-Thin Ng, E. Nteropoulou-Nterou","doi":"10.1017/jsi.2021.13","DOIUrl":"https://doi.org/10.1017/jsi.2021.13","url":null,"abstract":"Abstract Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"17 1","pages":"164 - 177"},"PeriodicalIF":0.7,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85259603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anne Fulcher, Amber Sargeant, M. de Rosnay, T. Hopkins, Katie Neal, A. Davis
Abstract Many children with hearing loss have atypical social communication skills despite having age-appropriate speech and language. Graduate assessments in an early intervention program for children with hearing loss indicated that despite achieving language skills within typical limits for over a decade, social skills development was frequently delayed. Data gathered in 2007 and 2012 indicated the majority of children with hearing loss demonstrated poor acquisition of concepts linked to theory of mind (ToM), achieving either delayed or alternative acquisition patterns. A small-group 8-week social skills intervention program was subsequently implemented for graduating cohorts with the aim of developing and improving social interactions. In 2017, measures of ToM were collected for 15 children with hearing loss aged 4–6 years and compared to ToM 2007 and 2012 cohort data. An additional measure of social understanding and flexibility, a persuasion task, was also implemented. Although ToM skills for the majority of the 2017 cohort were found to be on par with hearing peers, and were better than skills demonstrated by the 2007 and 2012 graduates, ability to successfully participate in a socially significant persuasion task with a peer was delayed. Challenges and solutions to the development of age-appropriate social skills are proposed.
{"title":"Communication That Leads to Successful Social Inclusion For Children With Hearing Loss: Are Excellent Speech and Language Skills Sufficient?","authors":"Anne Fulcher, Amber Sargeant, M. de Rosnay, T. Hopkins, Katie Neal, A. Davis","doi":"10.1017/jsi.2021.12","DOIUrl":"https://doi.org/10.1017/jsi.2021.12","url":null,"abstract":"Abstract Many children with hearing loss have atypical social communication skills despite having age-appropriate speech and language. Graduate assessments in an early intervention program for children with hearing loss indicated that despite achieving language skills within typical limits for over a decade, social skills development was frequently delayed. Data gathered in 2007 and 2012 indicated the majority of children with hearing loss demonstrated poor acquisition of concepts linked to theory of mind (ToM), achieving either delayed or alternative acquisition patterns. A small-group 8-week social skills intervention program was subsequently implemented for graduating cohorts with the aim of developing and improving social interactions. In 2017, measures of ToM were collected for 15 children with hearing loss aged 4–6 years and compared to ToM 2007 and 2012 cohort data. An additional measure of social understanding and flexibility, a persuasion task, was also implemented. Although ToM skills for the majority of the 2017 cohort were found to be on par with hearing peers, and were better than skills demonstrated by the 2007 and 2012 graduates, ability to successfully participate in a socially significant persuasion task with a peer was delayed. Challenges and solutions to the development of age-appropriate social skills are proposed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"40 1","pages":"108 - 121"},"PeriodicalIF":0.7,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81752940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JSI volume 45 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jsi.2021.10","DOIUrl":"https://doi.org/10.1017/jsi.2021.10","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"2 1","pages":"b1 - b2"},"PeriodicalIF":0.7,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90123967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JSI volume 45 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jsi.2021.9","DOIUrl":"https://doi.org/10.1017/jsi.2021.9","url":null,"abstract":"","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"83 1","pages":"f1 - f2"},"PeriodicalIF":0.7,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90040107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. O’Rourke, S. Main, Christina Gray, Christine Lovering
Abstract It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to engage children with disability in storytelling processes, including increased engagement, focus, and interaction with other children and family members. The performing artists used their knowledge and skills to create an engaging environment that was responsive to the children’s needs. It was observed that language development could be further enhanced by integrating written text into the performance and increasing the use of nonverbal communication methods. Further, the engagement of siblings without disability in this program suggested that it could be developed to be inclusive of children with and without disability.
{"title":"Observations of Children With Disability During Arts-Based Multisensory Story and Rhyme Activities: Is It All Just Chimes and Perfumes?","authors":"J. O’Rourke, S. Main, Christina Gray, Christine Lovering","doi":"10.1017/jsi.2021.8","DOIUrl":"https://doi.org/10.1017/jsi.2021.8","url":null,"abstract":"Abstract It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to engage children with disability in storytelling processes, including increased engagement, focus, and interaction with other children and family members. The performing artists used their knowledge and skills to create an engaging environment that was responsive to the children’s needs. It was observed that language development could be further enhanced by integrating written text into the performance and increasing the use of nonverbal communication methods. Further, the engagement of siblings without disability in this program suggested that it could be developed to be inclusive of children with and without disability.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"40 1","pages":"237 - 251"},"PeriodicalIF":0.7,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80640027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.
{"title":"A Model of Practice for Improving Autism Knowledge in Teachers of Mainstream Students on the Autism Spectrum in Australia","authors":"Susan Bruck, Ainslie Robinson, Emma Gallagher","doi":"10.1017/jsi.2021.7","DOIUrl":"https://doi.org/10.1017/jsi.2021.7","url":null,"abstract":"Abstract Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"74 1","pages":"221 - 236"},"PeriodicalIF":0.7,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86023661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Fox, U. Sharma, Erin S. Leif, Karina L. Stocker, D. Moore
Abstract Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the social and behavioural needs of all learners. Implementation of SWPBIS within Australian schools is increasing. Although there is considerable evidence supporting the effectiveness and efficacy of SWPBIS as a means to improve the behavioural outcomes of all students, these positive outcomes largely depend on the actions of teachers. To this point, very limited research has been published that explores the experiences of teachers working in Australian schools currently implementing SWPBIS. The current study asked 206 Victorian teachers working in schools implementing SWPBIS two open-ended questions about the factors that they believed were facilitators or barriers to their ability to improve the behavioural outcomes of their students. The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. The most frequently identified barriers were a lack of time and inconsistent implementation. The practical and research implications of these preliminary qualitative findings are discussed.
{"title":"‘Not Enough Time’: Identifying Victorian Teachers’ Perceptions of the Facilitators and Barriers to Supporting Improved Student Behaviour","authors":"R. Fox, U. Sharma, Erin S. Leif, Karina L. Stocker, D. Moore","doi":"10.1017/jsi.2021.6","DOIUrl":"https://doi.org/10.1017/jsi.2021.6","url":null,"abstract":"Abstract Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the social and behavioural needs of all learners. Implementation of SWPBIS within Australian schools is increasing. Although there is considerable evidence supporting the effectiveness and efficacy of SWPBIS as a means to improve the behavioural outcomes of all students, these positive outcomes largely depend on the actions of teachers. To this point, very limited research has been published that explores the experiences of teachers working in Australian schools currently implementing SWPBIS. The current study asked 206 Victorian teachers working in schools implementing SWPBIS two open-ended questions about the factors that they believed were facilitators or barriers to their ability to improve the behavioural outcomes of their students. The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. The most frequently identified barriers were a lack of time and inconsistent implementation. The practical and research implications of these preliminary qualitative findings are discussed.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"134 1","pages":"205 - 220"},"PeriodicalIF":0.7,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77367562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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