{"id":17120,"date":"2024-01-16T13:54:21","date_gmt":"2024-01-16T18:54:21","guid":{"rendered":"https:\/\/boscoville1stg.wpenginepowered.com\/en\/boscoville-services\/our-programs\/soutien-au-comportement-positif-scp-or-optimal-student-development\/"},"modified":"2026-02-20T14:02:26","modified_gmt":"2026-02-20T19:02:26","slug":"soutien-au-comportement-positif","status":"publish","type":"deployment-program","link":"https:\/\/www.boscoville.ca\/en\/boscoville-services\/our-programs\/soutien-au-comportement-positif\/","title":{"rendered":"Soutien au comportement positif (SCP) \u2014 an adaptation of Positive Behavioural Interventions and Supports (PBIS)"},"content":{"rendered":"\n
\n
\n

Based On<\/p>\n

The SCP approach (Sugai and Horner, 2002; 2009<\/em>) proposes an intervention framework developed from the Response to Intervention model, applied behaviour analysis and Bandura’s social learning theory.<\/p>\n

SCP is a French version of the Positive Behavioural Interventions and Supports (PBIS)<\/a> approach developed in the United States by Georges Sugai and Robert H. Horner (2002; 2009<\/em>).<\/p>\n<\/div>\n

\n \"bas\u00e9 <\/div>\n <\/div>\n<\/div>\n<\/div><\/section>\n\n\n\n
\n

The Foundations of the Soutien au comportement positif (SCP)<\/strong> Program<\/h2><\/div>
\n

The Soutien au comportement positif (SCP)<\/strong> approach proposes a range of evidence-based practices to identify and respond to the needs of students, including those with behavioral challenges<\/strong> or learning disabilities<\/strong>.<\/p>\n\n\n\n

This intervention framework provides a continuum of support to promote the social, emotional and behavioural development of all students, including those with behavioural difficulties (CPBIS, 2023; Lewis et al., 2023; Horner and Sugai, 2000<\/em>).<\/p>\n<\/div><\/div><\/section>\n<\/div>\n\n\n\n

Objectives of the Soutien au comportement positif (SCP)<\/strong> Program<\/h2><\/div>
\n

The SCP program proposes a systemic approach applied to the entire school, making it possible to organize the environment and make it more predictable, positive and coherent. The various SCP strategies are designed to:<\/p>\n\n\n\n

    \n
  1. Foster a positive school climate<\/li>\n<\/ol>\n\n\n\n
      \n
    1. Prevent and reduce behavioural difficulties<\/li>\n<\/ol>\n\n\n\n
        \n
      1. Improve students’ academic performance<\/li>\n<\/ol>\n\n\n\n
          \n
        1. Promote teachers’ sense of effectiveness<\/li>\n<\/ol>\n<\/div><\/div><\/section>\n\n\n\n
          <\/div>\n\n\n\n

          Promoting a Positive Learning Climate<\/h2>\n\n\n\n

          A number of studies have demonstrated a link between behavioural difficulties and academic performance, both in younger children and in adolescents (Kulkarni et al., 2021<\/em>).<\/p>\n\n\n\n

          Without adequate support, behavioural difficulties are associated with the more frequent use of punitive and exclusionary interventions such as expulsions or suspensions. In addition, they generate negative consequences for the excluded student (CBPIS, 2023<\/em>).<\/p>\n\n\n\n

          Managing the behavioral difficulties of some students can affect teaching time and have a negative impact on the academic performance of other students in the class (Beaman et al., 2011; Roberts et al., 2012<\/em>). In fact, managing problematic behaviors is one of the biggest challenges for teachers (Mass\u00e9 et al., 2015; Prior, 2014; State et al., 2011<\/em>).<\/p>\n\n\n\n

          Soutien au comportement positif (SCP)<\/strong> offers an approach that aims to create a predictable, positive and consistent learning environment.<\/p>\n\n\n\n

          On one hand, universal SCP interventions are aimed at the socio-emotional development of all students.<\/p>\n\n\n\n

          On the other hand, these interventions offer strategies that both reduce the use of more punitive practices and maximize the time devoted to teaching students (Algozzine and Algozzine, 2007; Horner et al., 2009<\/em>) in the school.<\/p>\n\n\n\n

          <\/div>\n\n\n\n

          What You Get with the Soutien au comportement positif (SCP)<\/strong> Program<\/h2>\n\n\n
          \n
          \n <\/span>\n <\/div>\n
          \n

          Support<\/p>\n

          The program offers support over two years:<\/p>\n

            \n
          • In the first year, a SCP committee will be set up within the school and guided in the development of tools and the terms of use of the various practices. During the five days of support provided in the first year, this committee will develop proactive and preventive intervention strategies.<\/li>\n<\/ul>\n
              \n
            • In the second year, the committee will meet monthly to support the implementation of the school’s universal interventions. Its role will be to evaluate the successes and challenges encountered, and to devise strategies for sustaining or rekindling the school team’s commitment in using the interventions.<\/li>\n<\/ul>\n<\/div>\n <\/div>\n<\/section>\n\n\n
              \n
              \n <\/span>\n <\/div>\n
              \n

              Training<\/p>\n

              Training begins with a presentation of the SCP program to all school personnel. Following the development of the tools by the SCP committee, two co-facilitation training sessions will also be offered to ease implementation of the practices.<\/p>\n<\/div>\n <\/div>\n<\/section>\n\n\n\n

              <\/div>\n\n\n\n
              \n