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Behaviour Support Services. Building Inclusive Catholic Communities. Program Department March 2009. Jesus said, “Let the little children come to me, and do not stop them; for it is to such as these that the kingdom of heaven belongs.” Matthew 19: 3-14. Education for All.

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Behaviour Support Services

Building Inclusive Catholic Communities

Program Department March 2009

Jesus said, “Let the little children come to me, and do not stop them;

for it is to such as these that the kingdom of heaven belongs.”

Matthew 19: 3-14

education for all
Education for All

The LDCSB welcomes all students and will provide them with the quality education they deserve;

MissionOf the LDCSB:

To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.

students with behavioural needs
Students With Behavioural Needs

The LDSCB is committed to meeting the needs of students who exhibit behaviours detrimental to their own learning and that of others.

  • To improve student self-control and social interaction skills
  • To improve student learning
  • To reduce behavioural incidents


Behaviour Support Services: A Positive Model of Inclusion, Dignity & Support. L.D.C.S.B. Safe Schools Policy – 2004

Lost at School – Ross W Greene (author of The Explosive Chiild) 2008

all students will do well if they have the necessary skills
All students will do well if they have the necessary skills

For some students ,what is often viewed as “poor behaviour” requiring discipline, is actually a student with behavioural challenges who requires planned intervention in order to assist him/her to improve behaviour.

Students with social, emotional, and /or behavioural

challenges may lack important thinking skills. These

students are characterized by specific behaviour

problems over such a period of time, and to such a

marked degree, and of such a nature, as to adversely

affect educational performance.

Why our children with behavioural challenges are falling through the cracks and How We Can Help Them –RW Greene, Lost At School

student profile
Student Profile

The frequency, intensity, or duration of the behaviour must be taken into account.

Students who have behavioural , social or emotional needs (e.g. ADHD, conduct disorders, anxiety) may demonstrate behaviour that:

  • Lacks understanding and practice of appropriate social or cultural norms
  • Lacks understanding and practice with appropriate interpersonal relationships; i.e. uncooperative in groups, argumentative, non compliant, low self-esteem
  • Is injurious to themselves, i.e. excessive crying, anxiety, self-injury
  • Tends to be impulsive or compulsive that negatively affect learning; i.e. speaking out, disrupting, temper tantrums
  • Can be disengaged and/or passively aggressive

Students are usually identified by an Identification, Placement and Review Committee under the exceptionality of Behaviour (after a Student Information Summary is completed)

behaviour support services
Behaviour Support Services
  • LDCSB believes that all students require understanding and practice of appropriate social skills in order to continue to develop to their full potential as contributing members of their school communities and ultimately, society.
behaviour support services1
Behaviour Support Services

LDCSB believes that all Behaviour Support Services will:

  • Address the behavioural needs of students in order to improve behaviour
  • Demonstrate an understanding and empathy for students with identified behavioural needs
  • Provide a positive model for behaviour support
  • Provide effective classroom and school management strategies
  • Utilize evidence-based practices that research has proven to be effective
  • Use evidence-based practices to approach both data collection, tracking over time and subsequent intervention
  • Could include support from:
    • In-School Team
    • Affiliate Team
    • Community


preventative model of positive behavioural support using well researched evidence based methods
Preventative Model of Positive Behavioural Support using well researched, evidence-based methods
  • Intensive Individual Intervention:
  • Specialized support for Individual students with High-Risk Behavior


Targeted Intervention:

Specialized Group

Support for Students with At-Risk Behavior


Universal Intervention:


Wide Systems for

All Students

Preventative, proactive


universal learning for all students
Universal Learning for all Students
  • Our primary focus is to establish a culture of social skills, anti-bullying and peer mentoring opportunities that benefit all students. The culture will establish a common link of language and behavioural expectationsmodelled by their teachers and peers:
  • Building on strengths through use of student learning style to personalize education
  • Enhancing Social Skills
  • Building relationships
  • Celebrating diversity
  • Conflict resolution practices
  • Differentiated Instruction
targeted group intervention
Targeted Group Intervention

Some students will require more intensive support to enhance their understanding of appropriate behaviours:

  • In-school Team
  • Affiliate and System Team
  • Family support networks
  • Community Support Teams

“Students with exceptional needs are more like other students

than they are different”

intensive individual intervention
Intensive Individual Intervention

Students who present a direct risk to him/herself or others require special guidelines for their support. When a student’s behaviour poses a direct risk to him/herself or others, the staff needs to:

  • Conduct a functional behavioural assessment that examines antecendents and consequences associated with the problem behaviour and continue to collect data to monitor the effectiveness of the intervnetions. Track those behaviours which require skill building intervention and conduct a functional behavioural assessment that examines antecedents and consequences associated with the problem behaviour and continue to collect data in order to monitor the effectiveness of interventions
  • Develop a behaviour intervention plan that is based on the findings of a functional behavioural assessment and targets teaching alternative skills and behaviours that replace the problem behaviour. This is done in a safe and trusting environment that supports the development of positive behavioural repertoires.”
  • Implement Non-Violent Crisis Intervention Strategies where applicable

“When one child is in crisis, the whole school is in crisis.”

measuring success
Will have improved academic success

Will have improved self-esteem

Will experience reduced anxiety

Will have a positive focus and direction

Will experience personal growth

Will have more friends

Will focus on positive behaviours

Will see a reduction in behavioral incidents

Will have a greater sense of community

Will feel supported

Measuring Success

The student

The school community

accessing behaviour support services
Accessing Behaviour Support Services

When a student shows challenging behaviour, the teacher:

  • Ensures that universal learning components are in place in the classroom
  • Discusses the behaviour with the parent/guardian, SPST Principal/Vice Principal which can result in the development of a Behaviour

Support Plan through brainstorming for school-based solution that will involve:

    • The student
    • The classroom/subject teacher
    • The SPST
    • Other school staff (i.e. Guidance Counsellor, Chaplain,

Department Head, Educational Assistant), The Principal/

Vice Principal

    • Involves Progressive Discipline techniques where applicable
accessing behaviour support services1
Accessing Behaviour Support Services

Further support may be needed after school-based solutions continue to be challenged. The referral process checklist is addressed and the school team prepares all information to be shared.

The Affiliate/System Team

  • Affiliate Liaison Teacher
  • Social Worker*
  • Speech and Language*
  • Psych-Ed Consultant*
  • Attendance Counsellor

Community Agencies

*For these services, the school must acquire appropriate permission from parents.

affiliate team members
Affiliate Team Members


Affiliate Liaison Teacher

    • Supporting the school team in its use of the processes of observation and information gathering about students
    • Liaising with school and system staff
    • Providing transitional support for students, parents and school personnel
  • Consults with school staff
  • Directs school team to teaching/learning

strategies or other school staff with

the necessary expertise

  • Facilitates a lending library of relevant resources
affiliate team members1
Affiliate Team Members


Social Worker

  • Assessment
  • Consultation
  • Referral to Community Supports
  • Individual, group or classroom intervention

Psycho-educational Consultant

  • Psycho-Educational and Behavioural Assessments
  • Consultation
  • Behavioural Programming recommendations
affiliate team members2
Affiliate Team Members


Speech & Language Pathologist

  • Supports students with behavioural exceptionalities and communication difficulties
  • Develops resource material

Attendance Counsellor

  • Assessment and Counselling for school avoidant and truant students
  • Transitional support for alternate school programs and community resources
  • Reviews and implements student attendance compliance with Ministry of Education compulsory education
community supports
Community Supports

The LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners:

professional development opportunities for staff
Professional Development Opportunities For Staff
  • Classroom Management Training
  • Fred Jones Training
  • Tribes Process Training
  • NVCI Training
  • ABA Training
  • Social Skills Workshops
  • Inclusion Workshops
  • Guest Speakers
  • Support for Specific needs
    • Autism, ODD, ADHD, …
  • Peer Helping
  • Peer Mediation

Sessions led by System and

Community staff

  • Behavioural Support for Students: A Positive Model of Inclusion, Dignity and Stewardship, L.D.C.S.B. 2004
  • Safe Schools Policy, L.D.C.S.B
  • Special Education Companion, Ministry of Education 2002
  • Lost Child at School, RW Greene



We are rooted in a faith-centered environment that:

Values efforts of students, parents and staff in the leaning process in their school communities;

Honours the dignity and uniqueness of students and enhances their formation as disciples of Christ;

Communicates the joy and hope of our Catholic faith throughout the learning process, through prayer, reflection, fellowship and celebration of the giftedness of the children and staff in our schools;

Encourages a standard of excellence for each student’s learning

Cares for the sacredness of human life