Chapter 2 – Literature Review (DUE DATE MAY 1-5, 2023)

An introductory paragraph is included.

Effective behavioural management is a critical issue in education that has garnered

increasing attention in recent years. Disruptive behaviour in the classroom can have a
significant impact on student learning, academic achievement, and social-emotional
well-being. According to a report by the National Center for Education Statistics, nearly
20% of teachers reported that student behaviour was a significant challenge in their
classrooms (NCES, 2018). Additionally, a study published in the Journal of Educational
Psychology found that disruptive behaviour can have a negative impact on student
engagement, academic achievement, and teacher-student relationships (Suldo et al.,
2019). Teachers, administrators, and policymakers have recognized the importance of
effective behavioural management strategies to promote positive behaviour and
address disruptive behaviour. However, implementing effective strategies can be
challenging and requires a deep understanding of the underlying causes of disruptive
behaviour and effective interventions to promote positive behaviour (Lane et al., 2019).
This paper will explore the issue of behavioural management in schools and the
importance of effective interventions to support positive behaviour and address
disruptive behaviour.

References: Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. (2019). Enhancing
positive behaviour support in schools: From principles to practice. Guilford Publications.
National Center for Education Statistics. (2018). Indicators of School Crime and Safety:
2017. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018014
Suldo, S. M., Savage, J. A., & Mercer, S. H. (2019). Increasing students' engagement,
achievement, and motivation: A school-wide positive behaviour support handbook.
Routledge.

This chapter is written in the past tense, including the description of the strategies/methodologies

that were selected based on the literature that was reviewed.

The literature review revealed several effective strategies for addressing behavioural
management in schools. These strategies included positive behaviour interventions and
supports (PBIS), social-emotional learning (SEL) programs, and restorative justice
practices. Based on this review, PBIS was selected as the primary strategy for addressing
behavioural management at Camperdown High School. PBIS is a proactive approach
that focuses on preventing negative behaviour by establishing clear expectations,
providing positive reinforcement for desired behaviours, and implementing
consequences for negative behaviours (Crone & Hawken, 2019). The implementation of
PBIS at Camperdown High School involved a multi-tiered system of support that
included school-wide, classroom, and individualized interventions to support positive
behaviour and address negative behaviour (Sugai & Horner, 2019).

Reference:

Crone, D. A., & Hawken, L. S. (2019). Implementing evidence-based practices in school

settings: Lessons learned from PBIS. Springer. Sugai, G., & Horner, R. H. (2019). A
promising approach for expanding and sustaining school-wide positive behaviour
support. School Psychology Review, 48(3), 321-334.

The review should include theory,

Behavioural management is a complex issue that requires a theoretical framework to

guide effective intervention. One such framework is social learning theory, which posits
that behaviour is learned through observation and imitation of others, as well as
through the consequences of behaviour (Bandura, 1977). This theory highlights the
importance of the environment in shaping behaviour and emphasizes the role of
reinforcement and punishment in promoting or discouraging behaviour. Another
relevant theory is self-determination theory, which emphasizes the importance of
meeting basic psychological needs for autonomy, competence, and relatedness to
promote intrinsic motivation and positive behaviour (Ryan & Deci, 2000). This theory
suggests that providing opportunities for choice and promoting a sense of competence
and connection can enhance student engagement and promote positive behaviour in
the classroom. By understanding the underlying theories that inform behavioural
management interventions, educators can develop more effective strategies that
address the root causes of disruptive behaviour and promote positive behaviour in the
classroom.

References: Bandura, A. (1977). Social learning theory. Prentice Hall. Ryan, R. M., & Deci,
E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55(1), 68-78.

The review should include philosophy,

Effective behavioural management in schools is grounded in a philosophical framework

that recognizes the importance of fostering a positive school culture that values
inclusivity, respect, and support. One such framework is the philosophy of restorative
justice, which emphasizes the importance of repairing harm and restoring relationships
through dialogue and collaborative problem-solving (Zehr, 2015). This philosophy
promotes a shift from punitive approaches to discipline to more proactive and
restorative practices that focus on repairing harm and addressing the underlying needs
of students. Another relevant philosophy is humanistic education, which emphasizes the
importance of meeting the unique needs of each student and fostering a positive and
supportive learning environment (Maslow, 1968). This philosophy highlights the
importance of addressing the underlying needs and motivations of students to promote
positive behaviour and academic success. By adopting a philosophical framework that
values inclusivity, respect, and support, educators can develop more effective strategies
for addressing behavioural management in schools.

References: Maslow, A. H. (1968). Toward a psychology of being. D. Van Nostrand

Company. Zehr, H. (2015). Changing lenses: Restorative justice for our times. Herald
Press.

The review should include research and practice (supporting the selection of instruments,

strategies/methodologies etc.).

The selection of instruments and strategies used for behavioural management is

supported by both research and practice. Research has demonstrated the effectiveness
of using interviews, surveys, and behavioural rating scales to gather information about
student behaviour and develop targeted interventions (Lane, Wehby, & Cooley, 2017).
These tools can help educators identify patterns in behaviour, track progress, and
evaluate the effectiveness of interventions over time. In addition, research has shown
the effectiveness of positive behaviour interventions and supports (PBIS) in promoting
positive behaviour and reducing disciplinary problems (Sugai & Horner, 2009). PBIS is a
tiered approach that provides students with clear expectations for behaviour, consistent
reinforcement for positive behaviour, and support for students who require additional
assistance. Social-emotional learning (SEL) programs are another effective strategy that
can be used to promote positive behaviour and support the social-emotional
development of students (Durlak, Weissberg, & Pachan, 2010). These programs focus on
developing students' social and emotional competencies, such as self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making.
Restorative justice practices are also effective in promoting positive behaviour and
addressing harm when it occurs (Morrison & Vaandering, 2019). Restorative justice
practices focus on repairing harm, restoring relationships, and addressing the underlying
needs of students through dialogue and problem-solving. By using a combination of
these strategies and tools, educators can develop a comprehensive and effective
approach to behavioural management that promotes positive behaviour and supports
the social-emotional development of students.

References: Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-
school programs that seek to promote personal and social skills in children and
adolescents. American Journal of Community Psychology, 45(3-4), 294-309. Lane, K. L.,
Wehby, J. H., & Cooley, C. (2017). Teacher and student perceptions of Tier 2 positive
behavior interventions and supports in high schools. Journal of Positive Behavior
Interventions, 19(2), 97-107. Morrison, B., & Vaandering, D. (2019). Restorative justice in
schools: A review of the literature. Review of Educational Research, 89(6), 872-907.
Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior
support. Handbook of Positive Behavior Support, 307-326.

This exposition should demonstrate a sense of wholeness. A summary of the literature read is

presented.

Behavioural management is a complex issue that requires a multifaceted approach to address.

By reviewing the literature and examining the experiences of educators and students, it becomes
clear that effective behavioural management requires a combination of theory, philosophy,
research, and practice. The theoretical foundations of behavioural management draw from a
range of disciplines, including psychology, sociology, and education. Philosophically,
behavioural management is grounded in the belief that students are capable of learning and
growth, and that their behaviour can be influenced by a range of factors, including
environmental, social, and emotional factors. Empirical research has demonstrated the
effectiveness of a variety of strategies and tools, including interviews, surveys, behavioural rating
scales, positive behaviour interventions and supports (PBIS), social-emotional learning (SEL)
programs, and restorative justice practices. These strategies all aim to promote positive
behaviour, support students' social-emotional development, and provide a safe and supportive
learning environment. By taking a holistic approach to behavioural management that draws
from theory, philosophy, research, and practice, educators can develop a comprehensive and
effective approach to addressing behavioural issues and promoting positive behaviour in their
students.

Chapter 3 – Methodology (DUE DATE MAY 22-26, 2023)

 There is an introductory paragraph which links the need/concern/issue and the need

assessment process.

 The needs assessment process adequately described.

 Explains the design and use of the needs assessment instruments.

 Describe the population from which the participant(s) will be selected or recruited.

 The sample (target group/individual) selected is adequately described (gender, age,

abilities etc). The sampling techniques is described and included.

 The chapter is summarized and written in the past tense.

Chapter 4 – Needs Assessment Findings (DUE DATE JUNE 12-16, 2023)

 An introductory paragraph is included which links the interest/need/concern with the

needs assessment process and its possible findings.

 The data gathering methods of the needs assessment process and the timing of data

collection (informal and formal assessment) are described.

 The evaluation methods used for data analysis described for all stated research

questions/objectives.

 The results of the needs assessment process are reported in relation to the specific

objectives/research questions (and the actual objectives/research questions are included in

this chapter).

 The results were appropriately presented and aligned to stated objectives.

 The findings were presented in an appropriate format eg tables, charts etc.

 The chapter is written in the past tense and reports the results of the need assessment

findings.

Chapter 5 – Proposed Intervention Plan (DUE DATE JUNE 26-30, 2023)

 Introductory paragraph linking findings of needs assessment with recommendations for

intervention.

 Justification of proposed intervention plan with needs assessment findings and literature

provided.

 Justification of workable strategies given and supported by literature reviews and needs

assessment findings.

 Research questions/objectives of the proposed intervention plan stated.

  Proposed intervention plan presented addressed the concern/need/issue.

 The allotted sessions/episodes/lessons needed to implement strategy stated presented

(scheduling of activities noted where possible).

 The proposed intervention plan is realistic and its feasibility evident.

 The conclusion summarized the proposed intervention plan and literature review, as well

as the personal and professional experiences gained from conducting the needs

assessment process.

COMPLETE FINAL PAPER (DUE DATE JULY 7, 2023)

References

 Alphabetical listings of all sources used in the text. APA format should be followed.

Quality of Manuscript
 Professional writing style
o Each chapter appropriately introduced and summarized
o Organization of report (abstract, table of content, appendices, title page,
acknowledgement, references etc).
o APA guidelines followed – in-text citations etc.
 Use of language
o The report is free from grammatical errors, logically organized, transitions well
between sections and maintains a professional tone.