1 Understanding Behaviour Foundations

2 ~Getting Connected~ Name

3 Learning Outcomes  To recognize the values, elements and outcomes of positive behaviour support  To explain the key components of the functional assessment process  To describe instructional practices to promote behavioral successes of students  To describe intervention strategies to promote behavioural success of students  To outline the roles and responsibilities an education assistant has in the development and implementation of positive behaviour support plans

4 Activity: KWL K = what we know W = what do we want to know L = what did we learn

5 Approaches to Behavioural Concerns TraditionalCurrent Behaviour is part of the disability Behaviour is learned and can be unlearned Behaviour is the problemBehaviour is a symptom of the underlying problem Behaviour is in the personProblem is the interaction between the person & the environment Behaviour is meaninglessBehaviour is the person’s best attempt to communicate “Behaviour problems”“Challenging behaviour” “Behaviour management”“Behavioural support”

6 Traditional Approach Before the behaviour occurs...behaviour occurs...consequence (5% of energy & expertise % of energy & expertise)

7 Current approach Before the behaviour occurs...behaviour occurs...consequence (95% of energy & expertise % of energy & expertise)

8 Traditional Approaches to “Managing” Problem Behaviours Problem Behaviour Perception of noncompliance (being difficult or manipulative) Look to control or punish Design / apply interventions to have power or control over the student Student’s needs remain unaddressed Maintain or increase problem behaviours or substitution of another behaviour

9 Current approach Challenging Behaviour Determine level of concern Develop a personal profile of the student Define the target behaviour Conduct interviews Conduct direction observations Form hypotheses Develop a positive support plan (addresses prevention, teaches replacement skills and responses)

10 3 Tiers of support Continuum of supports:  All students will need…(80%)  Some students will need…(10-15%)  A few students will need…(5-10%)

11 Changing the way we think Behaviour is functional - it serves a purpose & the student is communicating through their behaviour Understanding the function of behaviour is often complex Behaviour is related to its context - environmental conditions can set up, set off or maintain behaviour Behaviours can change - intervention is about reducing challenging behaviours and increasing appropriate behaviour

12 And changing the way we work! Engaging in problem-solving processes Collaborating with multi-disciplinary team members, including the family and student Changing what we do to prevent behaviours Instructing for new skills Responding in ways to maintain appropriate behaviours

13 What’s an educator to do? Before designing an intervention answer: Why is the student doing this behaviour?

14 Functional Assessment...is a problem solving process for gathering information about an individual’s challenging behaviour. It relies on a variety of techniques and strategies to help identify the function/purpose of the behaviour and assists in the selection of interventions to directly address the behaviour.

15 Prioritizing & Defining Determine level 1, 2 or 3 Define behaviour: –Observable –Measurable –Concrete –No inferences

16 Defining a behaviour Tantrums Screaming Falling on the floor Disruption Self-abuse Pinching others Aggressive Grabbing things

17 Defining a behaviour Tantrums  Screaming  Falling on the floor  Disruption  Self-abuse  Pinching others  Aggressive  Grabbing things 

18 A-B-C Antecedent, behaviour, consequence Antecedent: what comes before, the “trigger” Behaviour: what the student does Consequence: what follows a behaviour Basic behavioural sequence; identifies patterns between the variables

19 A-B-C James is a seventh-grade student with difficulties in oral reading. In social studies class, each student is expected to take a turn reading part of the chapter out loud. When it is James’s turn, he responds by throwing his books on the floor and swearing at the teacher. His teacher responds by sending him to the vice-principal’s office. This behaviour continues and worsens over the Fall.

20 A-B-C James is a seventh-grade student with difficulties in oral reading. In social studies class, each student is expected to take a turn reading part of the chapter out loud. When it is James’s turn, he responds by throwing his books on the floor and swearing at the teacher. His teacher responds by sending him to the vice-principal’s office. This behaviour continues and worsens over the Fall.

21 A-B-C Michael, a second-grade student, pushes the other children in line when he is told to stand at the end of the line. When the teacher lets him hold the door, he stops pushing. This happens every time the students line up for lunch. This behaviour continues on a daily basis.

22 A-B-C Michael, a second-grade student, pushes the other children in line when he is told to stand at the end of the line. When the teacher lets him hold the door, he stops pushing. This happens every time the students line up for lunch. This behaviour continues on a daily basis.

23 A-B-C Lisa is a fifth-grade student who loves to be the center of attention. She frequently makes loud inappropriate jokes in the class that cause her classmates to laugh. This behaviour continues even though the teacher interrupts each incident by giving Lisa a long lecture about appropriate fifth- grade behaviour.

24 A-B-C Lisa is a fifth-grade student who loves to be the center of attention. She frequently makes loud inappropriate jokes in the class that cause her classmates to laugh. This behaviour continues even though the teacher interrupts each incident by giving Lisa a long lecture about appropriate fifth-grade behaviour.

25 A simplified way of framing the assessment and intervention process AntecedentBehaviourConsequence ProactiveTeachResponse

26 Things to try for next time School Observation or Finding Patterns