ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.

中文翻译：

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“没关系，因为我爱你”。检查行为分类表和积极行为支持模型解释的案例研究

摘要 指导教师使用行为政策 (BP) 的规定大纲省略了是否可以将小学的 BP 情境化的建议。本研究探讨了行为分类表 (BCT) 在多大程度上帮助员工选择改善行为的策略。该评估使用情境-机制-结果配置 (CMO) 作为现实主义分析的主要结构，检查解释 BCT 的灵活性如何使员工能够支持整个学校的儿童。虽然承认适应 BCT 的积极影响，但也强调了对行为期望的严格解释会阻碍行为的改善。通过对英格兰西北部一所小型学校的一个案例研究的分析，确定了使用积极行为支持模型 (PBS) 某些方面的好处。建议进一步研究设计一个模型，根据发展需要设定行为期望，并可能根据个别学校的具体情况进行情境化。建议使用彩色编码图表和图片来呈现 BCT，以通过插图制定可接受行为的可访问定义。