educational associates january 28 2011 n.
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Educational Associates January 28, 2011. Behaviour planning. The RtI Model Addresses both behaviour and academics:. Is: Classroom based Proactive/preventative Systematic Research driven Responsive Collaborative Inclusive Data driven Is Not: A special ed model Reactive

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slide3

Is:

Classroom based

Proactive/preventative

Systematic

Research driven

Responsive

Collaborative

Inclusive

Data driven

Is Not:

A special ed model

Reactive

“Wait to Fail”

Closed doors

Teachers working in isolation

Laisez-faire

RtI
slide4

All behaviour is communication

All behaviour serves a function

things to consider

Medical or Psychological Problem

    • ADHD
    • FASD
    • ODD
    • Mood Disorder
    • Autism
    • Low Abilitiy
    • Learning Disability (often labelled as “lazy”)
  • Social Emotional Problems
    • Gang activity
    • Substance Abuse
    • Bullying
    • Home Violence
    • Poverty (Under nurtured, over disciplined)
    • Over nurtured\under disciplined
    • Personal Loss- divorce, death, family crisis
    • Trying to cover something up
Things to consider:
slide7

Dealing with challenging behaviours should result in a learning experience for the student rather than discipline for the sake of discipline.

what can the person avoid by the behaviour

Work that is too hard

Something that the person dislikes (e.g. physical activity, a certain subject area, being in the spotlight, embarrassment)

Being in a particular place the person doesn’t want to be

Losing face

What can the person AVOID by the behaviour?
a bcs of behaviour

Anticedent

    • What happened immediately before the behaviour
    • What were the conditions before the behaviour
    • What was in the environment before the behaviour
ABCs of Behaviour
a b cs of behaviour

Behaviour

    • Define what is observed
    • Do not make judgments
    • Pay attention to details
ABCs of Behaviour
ab c s of behaviour

Consequences

    • What happens immediately after the behaviour
    • Can be planned (intentional) or unplanned (unintentional)
    • Serve the purpose of either sustaining or eliminating the behaviour.
ABCs of Behaviour
behaviour modification

Stimulus Response Theory (Pavlov, Skinner)

    • Positive reinforcement (reward) cements behaviour
      • Inconsistent reinforcement works better than regular reinforcement once the behaviour is established.
    • Negative reinforcement (lack of reinforcement or reward) eliminates behaviour. (Works better than “punishment”)
BEHAVIOUR MODIFICATION
reinforcement

Reinforcement has to be something the person wants- tangible or intangible.

Always begin with very frequent, then slowly fade frequency

Always move toward intrinsic award

CONSISTENCY IS PARAMOUNT

REINFORCEMENT
fasd add adhd

KEY STRATEGIES-

    • Provide consistency and routine in everything.
    • Use visual supports to accompany verbal messages-especially in crisis situations as their weaker auditory mode can shut right down….
    • Warn of changes well in advance to their occurrence and help the person devise a plan for dealing with the change.
FASD, ADD/ADHD
autism

KEY STRATEGIES

    • Provide a system for communication-VISUAL- PECS (e.g. Boardmaker)
    • Behaviour modification systems – ABA, FBA/P and others
    • Have a crisis intervention plan in place
    • Make sure all who work with the student are informed and maintain the consistency of the plan and the systems in place.
    • Short simple verbalization
    • They do not infer….be direct and literal…straight forward
AUTISM
odd oppositional defiance disorder

KEY STRATEGIES

  • Clear consistent rules
  • Clear consistent consequences
  • Do not get into negotiation
  • Build choice into structure
ODD(Oppositional Defiance Disorder)
aggressive behaviour

Verbal Aggression

    • Don’t get into arguments/power struggles
    • Remove the person or remove others so that you can deal with the problem in private.
    • Allow the person space and time to cool down first, then get to the root of the issue.
  • Physical Aggression
    • Remember the crisis curve
    • Keep your body language, tone of voice, volume etc. calm, non confrontational
    • Clear bystanders or others involved out of the area
    • Diffuse before getting to the “acting out” stage
    • Give the person space and time to cool down (a leg length away)
    • Deal with the root problem when the person is calm
    • Reassure and give positive feedback for desired behaviour
    • TAKE P.A.R.T. training or NCI or other
    • Have a “go to person” that can be nearby if needed
    • Get another person to go for help- communicate well so that the “help” doesn’t come in and escalate the situation.
Aggressive Behaviour
tricks

Use humor when appropriate (if this suits your personality/style)

Redirect attention/change the subject

Ignore (Warning: It will get worse before it gets better! Be prepared for this) if it is not a serious behaviour

Follow through on threats (You may only have to do this once!)

Closer and quieter is most effective

Proximity

TRICKS!
an ounce of prevention

Post Rules – and review them regularly

Keep it Simple _ PPP (Punctual Polite Prepared)

Model respectful behaviour

Take time to develop classroom management routines

Planning ahead for instruction and behaviour

VISUAL supports for auditory information

Differentiation and student engagement (student centred practices)

An Ounce of PREVENTION…….
slide25

• Be proactive – a well planned lesson with quality instructional practices is your best discipline strategy.

• Listen – learn the student’s story.

• Be fair and consistent – Don’t change your rules from day to day ...

even if you’re having a bad day!

• Explain "why" – don’t just say "because I said so!"

• Hold the students accountable – ask them what they will do to make

the situation better.

• Maintain high expectations – if you expect their best, that’s what you

will usually get!

• Be organized – but go with the flow!

• Kids can relate to rights – stress the following: "Don’t interrupt others’

right to learn or my right to teach.”

• Acknowledge the needs of individual learners — an effective teacher

is aware of learning styles, learning disabilities, etc., and adjusts

classroom practices accordingly.

• Always be caring and respectful!

TOP 10 from http://www.nbta.ca/resources/beginning_teachers_binder/chapter4.pdf