Behaviour planning

1. Educational Associates January 28, 2011 Behaviour planning

2. The RtI Model Addresses both behaviour and academics:

3. 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

4. All behaviour is communication All behaviour serves a function

5. What are students communicating through their behaviours?

6. 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:

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

8. Know the root of the behaviour (i.e. what the student is communicating) and act accordingly…… What should I do?

10. Attention Power/Control Physical Needs met What can the person GAIN through the behaviour?

11. 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?

12. 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

13. Behaviour • Define what is observed • Do not make judgments • Pay attention to details ABCs of Behaviour

14. 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

15. 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

16. Who is modifying whose behaviour?

17. 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

18. 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

19. 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

20. KEY STRATEGIES • Clear consistent rules • Clear consistent consequences • Do not get into negotiation • Build choice into structure ODD(Oppositional Defiance Disorder)

21. Crisis cycle

22. 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

23. 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!

24. 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…….

25. • 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