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Behaviour Workshop for Te Huinga Raukura

Behaviour Workshop for Te Huinga Raukura. Tuesday 5 th February 2013 Phillippa Lilburn. . Setting the Tone. Behaviour. Theories of behaviour: To go toward To go away from To get needs met. OVERVIEW. Functional Analysis of Behaviour Assessment Analysis Intervention FAIR

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Behaviour Workshop for Te Huinga Raukura

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  1. Behaviour Workshop for Te HuingaRaukura Tuesday 5th February 2013 Phillippa Lilburn.

  2. Setting the Tone

  3. Behaviour Theories of behaviour: • To go toward • To go away from • To get needs met

  4. OVERVIEW • Functional Analysis of Behaviour • Assessment • Analysis • Intervention • FAIR • Function • Accommodations • Interaction strategies • Review • Evaluation

  5. Functional Behaviour Analysis Functional Behaviour Assessment

  6. Assessment • Context • Bronfenbrenner

  7. Assessment • Home • School • Classroom • Non-compliance • Aggression toward other children 3. Off-task, fidgeting, wandering

  8. Either OR EITHER Collectively in the group develop a hypothetical child that exhibits one of the problems you have just worked with. (you will need to have turns providing information about the child to the group) OR One person in the group can present a current or past case

  9. Assessment/Data collection • Assessment plan

  10. Assessment “ Evidence based ”

  11. Assessment tools • Observation ABC Running record Interaction Specific behaviour How do you get data when you are not there?

  12. Assessment • Reliability

  13. Assessment • Reliability

  14. Assessment • How?

  15. Assessment • Home • School • Classroom • Teacher data 2. Parent data 3. Your data

  16. Analysis

  17. Feedback Critical time • Espoused theory vs theory in use (Agyris and Schon, 1974) Collaborative and consultative Problem solving

  18. Plans

  19. Interventions Possibilities: • Individual • Class-wide • Group • External Constraints • Resources • Money • Time • People

  20. Interventions Inclusion • Increased attention to negative behaviour increases negative behaviour • The easiest is not always the best and the best is not always the easiest • A stitch in time saves nine • What works for children with special needs works for all children • Teacher has the right to teach and the students have the right to learn

  21. FAIR • Function • Accommodation • Interaction • Review (before you start)

  22. Intervention

  23. Inclusive models • Co-operative learning • Reciprocal teaching • Teacher and student learning goals • Self evaluation • Whole class rewards (contingent upon target child’s behaviour) • Responsibilities

  24. Intervention • Non-compliance • Aggression toward other children 3. Off-task, fidgeting, wandering

  25. Intervention • Non-compliance • Aggression toward other children 3. Off-task, fidgeting, wandering

  26. Evaluation • Its easy!!!! Repeat! • Quantitative • Qualitative

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