School-wide positive behaviour support as evidence-making interventions

Corcoran, Tim and Thomas, Matthew 2021, School-wide positive behaviour support as evidence-making interventions, Research in Education, pp. 1-18, doi: 10.1177/00345237211034884.

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Title School-wide positive behaviour support as evidence-making interventions
Author(s) Corcoran, TimORCID iD for Corcoran, Tim orcid.org/0000-0002-4567-8726
Thomas, MatthewORCID iD for Thomas, Matthew orcid.org/0000-0001-8854-4907
Journal name Research in Education
Start page 1
End page 18
Total pages 18
Publisher Sage
Place of publication London, Eng.
Publication date 2021-07-22
ISSN 0034-5237
2050-4608
Keyword(s) behaviour
behaviour modification
discipline
evidence
implementation
intervention
School-wide positive behaviour support
SWPBS
Summary Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs rely on what are presumed to be value-free, reliably generated data which direct the selection, implementation and monitoring of SWPBS in schools. The paper begins by exploring how SWPBS is understood via implementation science. Following an outline of standard SWPBS EBI practice, discussion turns to instead consider this work as Evidence-Making Interventions (EMIs). To do so, first we outline how our before-the-fact anticipations influence relationships and disciplinary actions as they are realised in schools through EBIs. Our focus then turns to explain how SWPBS interventions, using multi-tiered systems of support and technology as examples, might be understood and enacted differently if engaged as EMIs. In conclusion, school-based relationships are subsequently reconsidered as a confluence of human (teachers and students) and non-human (data and policy) liaisons always and already subject to each other’s next move.
Notes In Press
Language eng
DOI 10.1177/00345237211034884
Indigenous content off
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30153838

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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