Positive behaviour for learning : changing student behaviours for sustainable psychosocial outcomes

The Positive Behaviours for Learning (PBL) initiative of the NSW Department of Education and Training Western Sydney Region (DET WSR) was derived from the Positive Behaviour Interventions and Supports (PBIS) program developed in the US. Although the major focus of implementation was on student behaviour for both the Australian and US models, PBL in the Australian context has further emphasised the transferability of implementation effects to sustainable learning outcomes. Students from schools implementing PBL (experimental group) and from schools on a wait list for implementation in the next year (control group) responded to survey items on 5 self-concept scales: school competency, school affect, maths, English, and parent self-concepts. Results showed that the experimental group had relatively higher scores for all 5 measures. However, multivariate analysis of variance found between-group differences only in school competency, math self-concept, and parent self-concept. Evidence suggested positive gains in psychosocial outcomes due to PBL implementation. Since these psychosocial determinants of learning success have the potential of leading to long-term tangible gains in learning outcomes, processes of PBL implementation may further strengthen the facilitation of these constructs. Positive Behaviours for Learning (PBL) is an initiative of the Department of Education and Training Western Sydney Region (DET WSR) that has been progressively introduced into schools across the region from 2005. PBL has been derived from the Positive Behaviour Interventions and Support (PBIS) program developed in the United States. As the name of PBL reflects the emphasis on learning outcomes, the central question for the present investigation was how the cultural transfer of the US model has resulted in improved learning outcomes. Behaviour Management in NSW Schools In New South Wales, DET recently revised its discipline policy guidelines to emphasise that ‘quality learning environments’ should provide ‘an environment free from disruption, intimidation, harassment and discrimination. To achieve this, all schools are expected to maintain high standards of discipline’ (NSW DET, 2006a). DET WSR has noted disparities across the schools in the region in their capacities to deal effectively with student behaviours. DET WSR has highlighted the need for schools and teachers to employ more effective behaviour management programs through a consistent region-wide professional development program for behaviour management (NSW DET, 2006b). Derived from the Positive Behaviour Interventions and Supports (PBIS) program originated in the US, PBL has become an important initiative of DET WSR. The PBL program has been progressively introduced into schools across the region. However, whether PBL has been able to transfer benefits experienced in the US model of PBIS into academic outcomes is questionable. To examine the possibility of this transfer, the present study compared the self-concepts of students in schools that had implemented PBL (experimental group) with those in schools on a waiting list (control group). According to recent advances in self-concept research that emphasize multidimensionality (e.g., Craven, Marsh, & Burnett, 2003; Yeung, 2005), support for successful transfer of behaviour management effects to academic outcomes requires comparatively stronger self-concepts in academic domains for the experimental group. The results may throw light on new directions to extend behaviour management interventions to academic enhancement effects.