Supporting Positive Behaviour in Alberta Schools

D.M. Souveny Data Driven Decision Making

Supporting Positive Behaviour in Alberta Schools

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011

Supporting Positive Behaviour in Alberta SchoolsKey Element # 9

Data Driven Decision Making May 17, 2011

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011D.M. Souveny

Data Driven Decision Making


Supporting Positive BehaviourIn Alberta Schools (2008)

A School Wide Approach

A Classroom Approach

An Intensive Individualized Approach


Supporting Positive Behaviour in Alberta Schools

10 Key Elements

Key Element 1: Positive RelationshipsKey Element 2: Learning EnvironmentKey Element 3: Differentiated Instruction (DI)Key Element 4: Understanding Student BehaviourKey Element 5: Social Skills InstructionKey Element 6: Positive ReinforcementKey Element 7: Fair and Predictable ConsequencesKey Element 8: Collaborative Teamwork/Leadership and the Wrap Around Process

Key Element Nine: Data-driven Decision Making


Key Element #9: Data-driven Decision Making

Questions to consider:1. How do we know whether the strategy is

being effective?2. What measurement tools will be used to

record the desired/target behavior?3. How will the family play a role in this

process?


“Schools need reliable evidence that the new actions that they are taking are truly making a positive difference and are resulting in measureable outcomes”

School Wide Approach, pp. 74


Why Collect DataWhat are some reasons for collecting data?

• Clarify what problem behaviours are occurring• Understand the purpose and context of specific

behaviours• Establish priorities and school wide goals• Identify possible strategies and techniques to use

based on– Preventing problems– Reacting to situations when they occur

• Evaluate success


Gathering Data to Understand Student Behaviour

Functional Behaviour AssessmentIt is essential to understand the purpose or

function the behaviour is serving the individual, as well as the context in which that

behaviour occurs.


Functional Behaviour Assessment

• 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.

– Consequences are any events or conditions which follow behaviour.


AntecedentsWhat came before the behaviour

• Who was involved?• When did the behaviour occur?

What are some times when behaviour challenges often occur?

• Where did the behaviour occur?Where do behavioural challenges often occur?

• What happened just before?What are some typical “triggers” for challenging

behaviour?


Behaviour

What is the behaviour?• How frequently does it occur?• What is it’s intensity?• What is it’s duration?


FrequencyKISS Principle

Event RecordingThe number of times a discreet behaviour occurs• Using

– Checklists– Your pockets– Wrist meters

Interval recording Record the behaviour if it occurs in a set interval• Time sampling• Yes/no


Intensity

How strong was the behaviour?• Loud• Painful

On a scale of 1-10…


Duration recording

How long did the behaviour last?

Use a stop watch …or better yet – your phone!


Consequences

What happens following the behaviour?

Desired ConsequencesUndesired consequences

Are the consequences actually desired or undesired?



1. Select a problem behaviour2. Chose a data system that is effective and efficient3. Collect the data4. Summarize and assess the data5. Use this analysis to

• Identify the function of the behaviour• Determine desired behaviours• Select teaching strategies • Develop an effective behaviour support plan

ScenarioWhat are the ABCs

According to the teacher, Peter Player is always playing is class. When he was observed it was noted that during math class Peter did 5 of the questions and then started talking with the person behind him. When this occurred his teacher went over and told him to get back to work. This appeared to occur frequently with Peter doing some of his work, then going off task, being told to do his work and so on… Peter was “on task” 15 minutes of the 35 minute class.

D.M. Souveny Data Driven Decision

Making


Collect Data


Determine Progress


Celebrate success

• For the student• For the team: Of the goals/strategies being used• For the school


Using the ABCsFor Success

Analyze one of the behaviours within your classroom and from the analysis develop a strategic approach

Supporting Positive Behaviourin Alberta Schools

….stay tuned& invite a friend

Next time: Making a Plan: Putting it all together

Targeting supportsCollaborating togetherIPPs and MAPs

June 21, 2011

Email or phone me 403 506 [email protected]. Souveny


Supporting Positive Behaviour in Alberta Schools

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