Behavioural Intervention What is Behaviour?

1. Behavioural InterventionWhat is Behaviour? Melissa Teixeira Week 1 Melissa.teixeira@purescollege.ca

2. Welcome Students! • Here are some important things you need to know: • Attendance is vital to this class at 30% of your grade is due to in class assignments • You will have three in class critiques to write. These will be based on children behavioural issues. • Passing Grade for this class is a 60% • You may eat in class, its okay. Just be careful not to make a huge mess.(You are ADULTS)

3. Grading Scheme

4. What to know… • Sleeping Policy: • If you are tired, then please do not sleep in my class. Simply leave or stay home and sleep. • You are not helping yourself or even helping me when it comes to sleeping in my class. • You will be considered absent • Cellphone Policy: • If I see your cellphone during class, I will ask you to leave. • If you are on your cellphone during class, I will ask you to leave. • If you feel the need to answer your cellphone because its an emergency then let me know at the beginning of class. • You will be considered absent.

5. Late Assignments • You get one reprieve in the semester. Which means that if you are going to have a late assignment you must email me 24 HOURS prior to it being due. • You will get one extension with NO LATE MARKS deducted. • If you miss an assignment because you are sick, in order to not receive late marks please supply me with a doctors note. • Otherwise if you don’t the following applies: • You will automatically loose five marks. • Everyday its late you loose 1 mark per day.

6. Class Rules • You are adults, who are in college to gain post-secondary education. • Excuses will not get you very far with myself. • You must be: • Be respectful. • Be responsible. • Follow directions. • Be punctual. • Be organized. • Be a self-starter. • Be prepared.

7. Plagiarism • What is it? • It when you copy something from the internet DIRECTLY, from a friend, from another assignment and are not in your own words and there is NO REFERENCES. • What happens if I find out? • You get zero. This is called Academic Integrity. Meaning you are responsible for your academics and you integrity to the program. • Can you get half a grade? • No.

8. What will you learn in this class? • The various dimensions and types of behaviour • Theoretical models and frameworks to behavioural support and intervention • Observational tools to document behaviour • Ethical principals and guidelines in supporting behavioural change • The behaviour change process • Functional behaviour assessments and analysis • Evidence based tools for addressing challenging behaviour • Management and prevention of challenging behaviour • How to apply a positive model of behavioural practice to everyday life.

9. What is Behaviour?

10. Behaviour Management • Behaviour management is about guiding your child’s behaviour so that she learns the appropriate way to behave. • A positive and constructive approach is often the best way to guide your child’s behaviour. This means giving your child attention when he behaves well, rather than just punishing him when he does something you don’t like.

11. Behaviour Management • But it’s normal for children to behave in challenging ways at different stages and in particular situations. So trying to understand your child’s behaviour is an important step in managing it. This way you can choose a reliable behaviour management option that’s well matched to the causes of your child’s behaviour. • And if you use behaviour management strategies at the same time as you nurture strong family relationships, you’re well on your way to helping your child learn about appropriate behaviour.

12. Understanding: the first step to child behaviour management • Dealing with children’s behaviour is one of the most challenging aspects of parenting. • Understanding the causes of achild’s behaviour is the first step in meeting this challenge. So before you choose behaviour management options, it’s a good idea to check a few things. • First, achild’s behaviour changes suddenly, check whether your child is healthy and getting enough sleep. Sometimes challenging behaviour is the first sign that children aren’t well. If you’re not sure, take your child to the doctor or child and family health nurse for a check-up.

13. Understanding: the first step to child behaviour management • Next think about the child’s development. Different kinds of challenging behaviours are noraml at different stages of development. • For example “tantrums” are common in toddlers and pre-school children as they are exploring the concept of self-autonomy. • Third, consider whether there have been any changes in your family life that might affect your child’s behaviour. For example, it’s normal to see challenging behaviour after the birth of a new baby, starting school or a death in the family.

14. Understanding: the first step to child behaviour management • Understanding the developmental reasons and emotions behind your child’s behaviour doesn’t mean you can ignore challenging behaviour, but it does help you work out how to respond. Also, knowing what’s typical at different stages and in different circumstances helps you know whether you need extra help with your child’s behaviour.

15. Choosing behaviour management tools that are right for you • No single behaviour management strategy will fix everything. Some strategies might work better than others for your family and situation. You’ll probably have to use a few strategies in combination.

16. Behaviour Management Strategies • When you’re choosing behaviour management strategies to guide your child’s behaviour, you want options that will work. • All the behaviour management options in our Behaviour Toolkits are based on reliable research evidence. And they’ve been tried and tested many times in many practical family situations. • You might still have to try a few different options to work out what best suits your child’s age and stage and your family circumstances.

17. Children don’t always find it easy to make transitions between activities. Sometimes they’re absorbed in what they’re doing and don’t want to stop. But at certain times of the day, they need to change activities. Here’s how to make it easier for them – and you!

18. Planning Transitions • This is likely to help with transitions that happen every day. Children can accept change better when they know it’s coming. • Explain what’s happening to your child before you start the day or leave the house. Knowing what to expect will help stop children – especially older children – from having unrealistic expectations. • Use a classroom calendar that shows what different students are doing each day. You could use a calendar with pictures for younger children.

19. Planning Transitions • Find ways to help the child start changing activities. For example, ‘Let me help you get your bag packed before we go to school’. • Consider whether you need to teach your child a new skill  to help him with transitions. For example, you might need to teach the child to tie his shoelaces if he needs put on his shoes before going to the park.

20. Timing Transitions • In centre’s there is a schedule that teachers follow pretty strictly. • If you can, stop one thing and start another during a natural break in your child’s activity. If you’re sensitive to what your child is doing, it can make transitions easier for you both.

21. Timing Transitions • Warnings: are done in order to let children know how much time is left. • “Okay toddlers, only ten more minutes left of free play until we go to snack.”

22. Timing Transitions • Try to avoid quick changes in activity. Give the children some warning about any change of activity coming up. • For example, ‘Derek, you have five more minutes to play. Then it will be time to go home’. • If a child finds transitions particularly challenging, consider building more time into each activity. This gives that child extra time to make the change and adjust.

23. Choices in Transitions • As ECE’s we promote freedom of choice but in transitions it is not highly advised. • Avoid giving your child a choice about a transition if there isn’t really a choice. • For example, when you say, ‘Orla, would you like to pack up those toys now?’ you suggest a choice. • Instead you could say, ‘Orla, you can start packing up those toys now’or ‘Orla, can you start picking up those toys or does the teacher need to help you.’

24. Choices in Transitions • Give your child a choice about other things that are part of the transition. • For example, ‘Evan, we have to go the bathroom in a minute. You can take one toy with you. Which one will it be?’

25. Highlighting the upside of transitions • Pointing out the positive side of the transition can direct your child’s attention away from the change and onto something that he likes or is happy about. • See whether you can make transitions fun. For example, ‘Can you march like a soldier to the car?’ or ‘How about we play “I spy” on the trip home?’

26. Highlighting the upside of transitions • Point out any good things your child can look forward to after the transition or that they have accomplished. • “Wow, Joshua look how quick you picked up those toys.” • “Wow Laura, I loved the way you helped Amrit pick up her toys.”

27. Highlighting the upside of transitions • Make them fun, remember you too have to do these transitions 8-10 times in a day. • Song Transitions are usually done in daycares are the children get accustomed to the small poems about transitions.

28. Transition Schedules

32. Transition Songs

35. Clean Up Time (Tune: "Twinkle, Twinkle Little Star”) We've had lots of fun today, It's time to put our things away. We need all the girls and boys, To stop now and pick up toys. We've had lots of fun today, It's time to put our things away.

37. Supporting Transitions https://www.youtube.com/watch?v=QYPX1rNngW4 What are some of the transition songs? What makes them attractive?