Post on 23-Feb-2016
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D.M. Souveny Understanding Student Behaviour
Supporting Positive Behaviour in Alberta Schools
Dwaine M SouvenyCentral Alberta Regional Consortium
2010-2011
D.M. Souveny Understanding Student Behaviour
Supporting Positive BehaviourIn Alberta Schools (2008)
A School Wide Approach
A Classroom Approach
An Intensive Individualized Approach
D.M. Souveny Understanding Student Behaviour
Supporting Positive Behaviour in Alberta Schools
10 Key Elements
Key Element One: Positive RelationshipsKey Element Two: Learning EnvironmentKey Element Three: Differentiated Instruction (DI)
D.M. Souveny Understanding Student Behaviour
Supporting Positive Behaviour in Alberta Schools
Key Element Three: Differentiated Instruction/Interaction
Over the next month (within the next week) design and implement one instructional setting or interaction that is different for a particular student than the rest of the class. Report back next time.
Homework
D.M. Souveny Understanding Student Behaviour
Supporting Positive Behaviour in Alberta Schools
Key Element Four: Behavioural Expectations Across
Settings/Understanding Student Behaviour
D.M. Souveny Understanding Student Behaviour
Understanding Behavioural Processes
Neurobiological
Child is displaying challenging behaviours due to reduced skill at understanding and/or processing information
D.M. Souveny Understanding Student Behaviour
Neurological Implications for Learned Behaviour
Diagnoses include:
Attention Deficit/Hyperactivity Disorder Autism Spectrum Disorder Learning Disabilities Fetal Alcohol Spectrum Disorder Depression, Mood Disorders Anxiety Developmental Coordination Disorder Others
D.M. Souveny Understanding Student Behaviour
Understanding Children’s Behaviour
Environmental vs. Neurological Basis for Behaviour
Child is displaying challenging behaviours due to reduced skill at understanding and/or processing information
D.M. Souveny Understanding Student Behaviour
Understanding Behavioural Processes
Environmental
Child has “learned” the pattern of behaviours based on
• Observations of other people and their behaviour (social learning – Modeling Approach)
• Feedback and Consequences for their behaviour (Behaviour Modification approach) including: trauma, abuse, neglect
D.M. Souveny Understanding Student Behaviour
Function of Behaviour Principles
• Behaviour is related to environment that it occurs in
• Behaviour serves a purpose
Always remember…The behaviour works for the student!!!.... What is being “communicated”?
D.M. Souveny Understanding Student Behaviour
Functional Behaviour Assessment
It is essential to understand the purpose or function the behaviour is serving the
individual, as well as the context in which that behaviour occurs.
D.M. Souveny Understanding Student Behaviour
Functional Behaviour Assessment:ABCs For Success
Assessment involves examining both antecedents and consequences to understand their effects on behaviour. – Antecedents are any situations, events, demands or
expectations that proceed or trigger problem behaviours.
– Behaviour – frequency, duration and severity – Consequences are any events or conditions which
follow behaviour.
D.M. Souveny Understanding Student Behaviour
Functional Behaviour Assessment
Generally, effective intervention approaches are most successful if
both antecedents and consequences are addressed.
D.M. Souveny Understanding Student Behaviour
ScenarioThe teacher has given all of the students a worksheet
to complete. She then begins providing individual support to some of the students having difficulty with the task. Jason begins the task and then starts talking to the boy next to him. The teacher notices him talking and instructs him to work on his own sheet. Jason returns to his work briefly then begins taking with the girl behind him. The teacher tells him to turn around. He does but then starts talking to the boy again. The teacher eventually works directly with Jason and he gets his work done.
D.M. Souveny Understanding Student Behaviour
If the function of behaviour is to Gain Attention
• Increase attention for appropriate behaviour• Increase social engagements such as peer
buddies, partner work, use of volunteers, mentors
• Teach communication abilities such as asking for help, seeking peers and adult interactions
D.M. Souveny Understanding Student Behaviour
If the function of behaviour is Escape or Avoidance
• Give frequent breaks contingent on positive completion of tasks
• Increase choice making• Provide positive “escapes”
D.M. Souveny Understanding Student Behaviour
If the function of behaviour is Power and Control
• Find positive leadership opportunities• Directly teach assertiveness skills through
positive communication training• Give ways to gain status constructively
D.M. Souveny Understanding Student Behaviour
If the function of behaviour is Self-Regulation
• Evaluate environmental influences • Monitor stress and anxiety• Preferential seating and “safe places”• Jobs and constructive movement breaks• Sensory integration strategies as appropriate• Others?
D.M. Souveny Understanding Student Behaviour
Understanding children:
• When is time out a desired consequence?• When is receiving a “good talking to” something
that a person might seek?• When is praise, a pat on the back or receiving a
special “treat” perceived as being negative?• What is the concern with the following
sequence of behaviour?– Johnny begins to have a melt down, he is escorted
from the room , when he is quiet he gets to go on the computer
D.M. Souveny Understanding Student Behaviour
The Escalation Cycle:G. Colvin, 2004 (p.33)
D.M. Souveny Understanding Student Behaviour
Trigger EventsFast Trigger Events (p. 31)• Being asked to do something• Being told “no”• Receiving negative feedback or a negative
consequence• Being in a stressful situation (teacher asking for a
response)• Being near a person the student feels is adversarial• Perceiving a threat or receiving something unpleasant• The teacher’s absence
D.M. Souveny Understanding Student Behaviour
Trigger Events
Slow triggers (p. 32)• Family related factors• Medical and health issues (lack of sleep)• Social and community factors (gangs)
D.M. Souveny Understanding Student Behaviour
De-escalation of Conflict Situations
• Use brief, simple stress reduction techniques before responding to a student remark or behaviour.
• Respond to student in a neutral, business-like, calm voice.
• Keep responses brief.• Use well-timed supportive techniques to
interrupt escalation.
D.M. Souveny Understanding Student Behaviour
De-escalation of Conflict Situations
• Try paraphrasing the essential points of student concerns.
• Use open-ended questions to better understand the problem situation and find possible solutions.
• Use nonverbal strategies to defuse potential confrontations.
• Ask the student, “Is there anything that we can work out at this time to earn your cooperation?”
D.M. Souveny Understanding Student Behaviour
The Physiological Response: “Do Turtle” (p. 49)
1. Talk about a turtle – Has it’s strengths: slower - yet can still win race against a
rabbit – Hard on outside but soft on inside – Can go into shell for a short time when upset and come
back feeling better2. Demonstrate “Do turtle”
– Hands folded together, fingers intertwined with thumbs sticking out
– Slowly blow out on each of four legs and then head to cool turtle down
D.M. Souveny Understanding Student Behaviour
3. Practice “Do turtle’ – Initially during non upsetting times– Then during imaginary upsetting times (visualization or
role play) – Then when starting to get upset and – Finally cue and practice when upset
Teach, Practise, Model and Encourage use.
D.M. Souveny Understanding Student Behaviour
The Benefits of a School-Wide Approach
• Encourages staff to develop, implement, and monitor school and classroom behavioural expectations
• Ensures consistency across all settings• Provides predictability for staff, students, and
parents
D.M. Souveny Understanding Student Behaviour
School-wide Expectations (pg 29)
• Use clear language in a positive manner• Are present, visible and understood
throughout the school• Include all students• Targets specific behaviours• Are known and understood by all students
and adults in the school• Creates a framework for decision making
D.M. Souveny Understanding Student Behaviour
School Wide ExpectationsE.g. Hallway (pg 30)
Expectations
Respect yourself
Respect Others
Respect Property
Related Behaviour• Walk with your head up to keep
safe• Keep hands to self• Give other students room to move
past you safely. Use a quiet voice.• Put litter in trash basket.• Look at hallway displays but don’t
touch
D.M. Souveny Understanding Student Behaviour
Activity: School-wide Behavioural Expectations Template
Using the Template on Page 33 of A School Wide Approach - review the school-wide expectations in your school
Look for:a) Strengthsb) Areas to be developed