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Pt 2: Behaviour Assessment. Shape of the Morning. FBA Practice Discussion General Review of Personal Profile and FBA Case Studies (1 and 2) Stations (Case Studies, Feedback, Break) FBA Observation Form Behaviour Support/Learning Planning Finish by 11:30. Table Group Discussion.

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Pt 2 behaviour assessment

Pt 2:Behaviour Assessment


Shape of the morning
Shape of the Morning

  • FBA Practice Discussion

  • General Review of Personal Profile and FBA

  • Case Studies (1 and 2)

  • Stations (Case Studies, Feedback, Break)

  • FBA Observation Form

  • Behaviour Support/Learning Planning

  • Finish by 11:30



Step 1 personal learning profile
Step 1: Personal Learning Profile

  • A concise and comprehensive summary of the student’s relevant personal information.



Troubling behaviour case study 1
Troubling Behaviour CASE STUDY #1

  • Identify observable behaviour you see/hear (e.g. hitting, kicking, saying “shit”)

  • Important – list the progression in escalating order (e.g. drawing on paper, ripping paper, yelling)

Challenging Behaviour

Social learning mistakes


Antecedents and setting events
Antecedents and Setting Events

  • Antecedent – environments, situations, and people that are present immediately prior to the behaviour. What are the events that predict when the troubling behaviour(s) will occur?

Antecedents/ Triggers

Setting Events/

Precipitating Factors

  • Setting Event – the physiological and psychological external precipitating factors that increase the student’s anxiety and negatively influence his/her ability to cope (e.g. lack of sleep, lack of food, medication missed)

Challenging Behaviour

Social Learning Mistakes


Reinforcing consequence function of behaviour
Reinforcing Consequence (function of behaviour)

Reinforcing Consequence – Identify the need(s) you believe the student is attempting to meet. What is reinforcing the behaviour?

Gain: attention, control, sensory, tangible, task

Avoid: attention, control, sensory, tangible, task

Antecedents/ Triggers

Setting Events/

Precip. Factors

Reinforcing Consequence

Function of Behaviour

Challenging Behaviour


Desired behaviours and acceptable behaviour goals
Desired Behaviours and Acceptable Behaviour Goals

Desired Behaviour

Identify a maximum of 2-3 positively stated measurable and achievable behaviour goals for the student.

Very important: the behavior goals must be reinforced by the same reinforcer as the challenging behaviour.

Antecedents/ Triggers

Acceptable Behaviour Goals

Setting Events/

Precip. Factors

Reinforcing Consequence

Challenging Behaviour


Desired behaviours and acceptable behaviour goals1
Desired Behaviours and Acceptable Behaviour Goals

Acceptable Behaviour Goals

Ask for a 5 minute break every time needed – YES

Raise hand to ask for help every time frustrated- NO

Reinforcing Consequence

Avoid Task

(to protect dignity)

  • Challenging Behaviour

  • Absent

  • Arriving late

  • Talking with other students

  • Talking back to teacher


Desired behaviours and acceptable behaviour goals2
Desired Behaviours and Acceptable Behaviour Goals

Acceptable Behaviour Goals

Say “hi” to peers during 50% of peer initiations- yes

Keep hands to self 50% of the day- NO

Reinforcing Consequence

Attention from peers

Challenging Behaviour

Pushing students



Stations 10 minutes each
Stations = 10 minutes each

  • Station #1 = Case Study #3

  • Station #2 = Case Study #4

  • Station #3 = Feedback with Deb/Scott

  • Station #4 = Break



Behaviour support learning plans a functional approach to behaviour
Behaviour Support/Learning PlansA functional approach to behaviour

  • From “diagnose and place”

    • To Assess and support

  • From “Fit-in or leave”

    • To Environmental Design

  • From “Punish ‘til perish”

    • Proactive support

      Rob Horner


Allows us to create learning environments where
Allows us to create Learning Environments where

  • Challenging behaviours are irrelevant

    • Aversive events are removed

    • Access to positive events are more common

  • Challenging behaviours are inefficient

    • Appropriate behaviour alternatives are taught

  • Challenging behaviours are ineffective

    • Troubling behaviours are not rewarded/reinforced

      Rob Horner


Dear Mr. Elias,

I just wanted to write you to tell you how I am doing at school. I am in grade 6 and doing same the work as everyone else. I have lots of friends. I would not be here if it wasn’t for you.

Your friend,

James



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