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EDTE 532 Week 3

This text explores the evolution of behavior management in educational contexts, shifting from punishment to understanding behavior as a form of communication influenced by the environment. It emphasizes the importance of analyzing antecedents and consequences through a Functional Behavior Assessment (FBA) to address students' needs comprehensively. This proactive approach includes assessing environmental conditions, instructional methods, and social dynamics to identify triggers and supports necessary for positive behavior. Effective intervention strategies foster better classroom experiences and learning outcomes.

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EDTE 532 Week 3

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  1. EDTE 532 Week 3 Behaviour…what is it?

  2. PAST: teachers spent most of their effort with what followed a behaviour (punishment)…… • NOW: more time is spent on UNDERSTANDING the behaviour

  3. Today, behaviour is seen as having a function, which is related to the environment. - Certain conditions provoke and support behaviour

  4. Today, we believe behaviour is communication: • Is there a medical, physical or emotional reason for the behaviour? • Is there a problem with the curriculum or instructional methods, or physical or social environment?

  5. ANTECEDENT • ….What happens before the behaviour • (THE WHY) • CONSEQUENCE • What follows…

  6. Very small • % • of students. • Usually on a IEP • FBA • Smaller number of students- counseling • Social skills class • Regular check-ins School Wide Rules – Distracting behaviours

  7. Functional Behaviour Assessment • Problem solving approach • Team work • Looks at ecological and environment context and immediate triggers and consequences

  8. Ecological Considerations • The student’s learning environment such as: • The classroom a. schedules and rules b. room arrangement c. student seating arrangement d. transition plans between activities and settings • Curricular and instructional approaches

  9. Functions of the Behaviour • To gain access to materials, people or activities, - attention seeking from peers or adults - want a specific object or activity - is seeking social attention

  10. Functions of Behaviour • Avoiding/escaping/protesting • Student perceives activity to be either boring, easy etc. and wants to avoid • Student wants to escape social demands or person • Environment could be too noisy, too much light etc., …. wants to get away

  11. Setting Events? • May occur in one environment and affect the behaviour in another • A distant event that may influence the likelihood that a challenging behaviour will occur

  12. Setting Event2 options for dealing with : • Be proactive – change circumstances so that setting events no longer occur to influence the behaviour - What conversation could you have with the parents about how to support the student to ARRIVE feeling less rushed? • Supportive – provide supports to offset the impact of the setting event - what if the student was more rushed than usual…how could you support them when they arrived at school?

  13. Antecedent • What was the TRIGGER for the behaviour?

  14. The Interview • Who • What • When • Where • How • Why

  15. Hypothesis • Addresses the relation between the target behaviour, the function of the behaviour (communicative intent) and the antecedent/setting event • Supports the development of a support plan • Example: • When Brian does not sleep well he starts to fall asleep during his afternoon classes • Sharon throws her book when asked to read out load. She does this to avoid reading out loud and showing others that she has difficulty reading

  16. What can we change? • Physical setting • Social setting • Degree of Independence • Instructional strategies, curriculum and activities • Social Interaction • Degree of choices • Scheduling factors

  17. Assessment/Intervention Process • Antecedent - You can be proactive • Behaviour - teachable moment • Consequence • How you respond

  18. Video

  19. Assessment

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