Management of challenging behaviours

Belvoir Special School is a Positive Behavioural Intervention and Support (PBIS) school, meaning
that it is based on principles of applied behaviour analysis and the prevention approach and values
of positive behaviour support (PBIS, 2010, p. 1). Under this model, the school focuses on
prevention, rather than intervention, through organised evidence-based practices, including teaching
appropriate behaviour to the students, and operating at a ratio of six to eight positive comments for
every correct behaviour (PBIS, 2010; Belvoir Special School, n.d.).
Belvoir Special School has designed the Belvoir triangle, which operates in accordance with the
schools three expectations: follow instructions, make good choices, and be safe. The triangle,
situated in every classroom, is divided into six colours, each representing the severity of the
behaviour of concern in relation to the schools expectations (Appendix 1). Photographs of the
students, or labels with their names on them, are used to place on the triangle to show how they are
meeting the expectations.
All students begin their day on green, which represents that they are meeting the expectations
(Appendix 1). If behaviour of concern arises from a student, that student will be moved down to
yellow, where they will receive a behaviour prompt (Appendix 1). A behaviour prompt is where the
teacher makes a behaviour correct statement, such as, You need to hope down off your chair. By
specifying what you want the student to do, rather than pointing out that they are doing the wrong
thing, the teacher can ensure that the student knows what is expected of them (Belvoir Special
School, n.d.).
If the student does not respond to the behaviour prompt accordingly, the student will be moved
down to orange, whereby they will be asked to go sit on the calm chair (Appendix 1). This method
acts to move the student away from the potential problem, and allow the student to reflect on their
behaviour, while observing the class to see how they are expected to behave. If the student responds
well after their time on the calm chair, and shows that they are now meeting the classroom
expectations, that student can be moved back up to green, and continue on with their work (Belvoir
Special School, n.d.). If the student does not respond after this time, they will move down to red.
Red symbolizes that the student is too overwhelmed, and requires that the student be taken out of
the environment and moved to a buddy classroom with the accompaniment of a teacher or aid
(Belvoir Special School, n.d.). If the student manages to calm down after having some time out of
the classroom, they are able to go back and continue on learning. However, if they continue to
demonstrate behaviours of concern, they will move down to black, meaning that they will get an
office referral (Appendix 1).

This triangle is also used as reinforcement for students who continue to meet expectations to high
level. When a student demonstrates that they are meeting expectations, they can be moved up to
purple, whereby that students name and their Purple Moment will be placed into a bucket, and
will be drawn out at assembly that week to win a prize (Belvoir Special School, n.d.).