supporting positive behaviour in alberta schools dwaine m souveny central alberta regional...

D.M. Souveny Understanding Student Behaviour

Supporting Positive Behaviour in Alberta Schools

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011


Supporting Positive BehaviourIn Alberta Schools (2008)

A School Wide Approach

A Classroom Approach

An Intensive Individualized Approach



10 Key Elements

Key Element One: Positive Relationships

Key Element Two: Learning Environment

Key Element Three: Differentiated Instruction (DI)



Key Element Three: Differentiated Instruction/Interaction

Over the next month (within the next week) design and implement one instructional setting or interaction that is different for a particular student than the rest of the class. Report back next time.

Homework


Supporting Positive Behaviour in Alberta SchoolsKey Element Four: Behavioural

Expectations Across Settings/Understanding Student Behaviour


Understanding Behavioural Processes

Neurobiological

Child is displaying challenging behaviours due to reduced skill at understanding and/or processing information


Neurological Implications for Learned Behaviour

Diagnoses include:

Attention Deficit/Hyperactivity Disorder Autism Spectrum Disorder Learning Disabilities Fetal Alcohol Spectrum Disorder Depression, Mood Disorders Anxiety Developmental Coordination Disorder Others


Understanding Children’s Behaviour

Environmental vs. Neurological Basis for Behaviour

Child is displaying challenging behaviours due to reduced skill at understanding and/or processing information


Understanding Behavioural Processes

Environmental

Child has “learned” the pattern of behaviours based on

• Observations of other people and their behaviour (social learning – Modeling Approach)

• Feedback and Consequences for their behaviour (Behaviour Modification approach) including: trauma, abuse, neglect


Function of Behaviour Principles

• Behaviour is related to environment that it occurs in

• Behaviour serves a purpose

Always remember…

The behaviour works for the student!!!.... What is being “communicated”?


Functional Behaviour Assessment

It is essential to understand the purpose or function the behaviour is serving the

individual, as well as the context in which that behaviour occurs.


Functional Behaviour Assessment:ABCs For Success

Assessment involves examining both antecedents and consequences to understand their effects on behaviour. – Antecedents are any situations, events, demands or

expectations that proceed or trigger problem behaviours.

– Behaviour – frequency, duration and severity – Consequences are any events or conditions which

follow behaviour.


Functional Behaviour Assessment

Generally, effective intervention approaches are most successful if

both antecedents and consequences are addressed.


ScenarioThe teacher has given all of the students a worksheet

to complete. She then begins providing individual support to some of the students having difficulty with the task. Jason begins the task and then starts talking to the boy next to him. The teacher notices him talking and instructs him to work on his own sheet. Jason returns to his work briefly then begins taking with the girl behind him. The teacher tells him to turn around. He does but then starts talking to the boy again. The teacher eventually works directly with Jason and he gets his work done.


If the function of behaviour is to Gain Attention

• Increase attention for appropriate behaviour• Increase social engagements such as peer

buddies, partner work, use of volunteers, mentors

• Teach communication abilities such as asking for help, seeking peers and adult interactions


If the function of behaviour is Escape or Avoidance

• Give frequent breaks contingent on positive completion of tasks

• Increase choice making• Provide positive “escapes”


If the function of behaviour is Power and Control

• Find positive leadership opportunities• Directly teach assertiveness skills through

positive communication training• Give ways to gain status constructively


If the function of behaviour is Self-Regulation

• Evaluate environmental influences • Monitor stress and anxiety• Preferential seating and “safe places”• Jobs and constructive movement breaks• Sensory integration strategies as appropriate• Others?


Understanding children:

• When is time out a desired consequence?• When is receiving a “good talking to”

something that a person might seek?• When is praise, a pat on the back or receiving

a special “treat” perceived as being negative?• What is the concern with the following

sequence of behaviour?– Johnny begins to have a melt down, he is escorted

from the room , when he is quiet he gets to go on the computer


The Escalation Cycle:G. Colvin, 2004 (p.33)


Trigger Events

Fast Trigger Events (p. 31)• Being asked to do something• Being told “no”• Receiving negative feedback or a negative

consequence• Being in a stressful situation (teacher asking for a

response)• Being near a person the student feels is adversarial• Perceiving a threat or receiving something unpleasant• The teacher’s absence


Trigger Events

Slow triggers (p. 32)• Family related factors• Medical and health issues (lack of sleep)• Social and community factors (gangs)


De-escalation of Conflict Situations

• Use brief, simple stress reduction techniques before responding to a student remark or behaviour.

• Respond to student in a neutral, business-like, calm voice.

• Keep responses brief.• Use well-timed supportive techniques to

interrupt escalation.


De-escalation of Conflict Situations

• Try paraphrasing the essential points of student concerns.

• Use open-ended questions to better understand the problem situation and find possible solutions.

• Use nonverbal strategies to defuse potential confrontations.

• Ask the student, “Is there anything that we can work out at this time to earn your cooperation?”


The Physiological Response: “Do Turtle” (p. 49)

1. Talk about a turtle – Has it’s strengths: slower - yet can still win race against

a rabbit – Hard on outside but soft on inside – Can go into shell for a short time when upset and come

back feeling better2. Demonstrate “Do turtle”

– Hands folded together, fingers intertwined with thumbs sticking out

– Slowly blow out on each of four legs and then head to cool turtle down


3. Practice “Do turtle’ – Initially during non upsetting times– Then during imaginary upsetting times (visualization or

role play) – Then when starting to get upset and – Finally cue and practice when upset

Teach, Practise, Model and Encourage use.


The Benefits of a School-Wide Approach

• Encourages staff to develop, implement, and monitor school and classroom behavioural expectations

• Ensures consistency across all settings• Provides predictability for staff, students, and

parents


School-wide Expectations (pg 29)

• Use clear language in a positive manner• Are present, visible and understood

throughout the school• Include all students• Targets specific behaviours• Are known and understood by all students

and adults in the school• Creates a framework for decision making


School Wide ExpectationsE.g. Hallway (pg 30)

Expectations

Respect yourself

Respect Others

Respect Property

Related Behaviour• Walk with your head up to keep

safe• Keep hands to self• Give other students room to

move past you safely. Use a quiet voice.

• Put litter in trash basket.• Look at hallway displays but don’t

touch


Activity: School-wide Behavioural Expectations Template

Using the Template on Page 33 of A School Wide Approach - review the school-wide expectations in your school

Look for:a) Strengthsb) Areas to be developed

supporting positive behaviour in alberta schools dwaine m souveny central alberta regional...

Documents

student behaviour slide

positive behaviour

behaviour child

behaviour frequency

learned behaviour diagnoses

particular student

alberta schools key

key elements key element