RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A whole school approach to managing challenging behaviours.

1. RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR:A whole school approach to managing challenging behaviours.  Module 6 This module is aimed at providing schools with a means of assessing the risks involved in managing students who exhibit challenging behaviours. Ideally it should be presented at a whole staff meeting as all staff should have input and ownership of the behaviour management plan to be developed.This module is aimed at providing schools with a means of assessing the risks involved in managing students who exhibit challenging behaviours. Ideally it should be presented at a whole staff meeting as all staff should have input and ownership of the behaviour management plan to be developed.

2. Based on �Practically Speaking: Risk Management in the Context of Challenging Behaviour� by Jill Dean, (ASSE Journal, Special Education Perspectives Issue 1, September 2006). The module should be presented with reference to this paper which has been reproduced with the kind permission of the author and the editor of the ASSE Journal. �The strength of the risk management approach in managing challenging behaviour is that it harnesses the educational expertise within a consultative framework into a process that supports informed and defensible decision making� (Dean, 2006, p 1). Have copies of the paper handy for distribution once presentation is over. Paper will also appear on Safe Schools website on the same link as the module.Based on �Practically Speaking: Risk Management in the Context of Challenging Behaviour� by Jill Dean, (ASSE Journal, Special Education Perspectives Issue 1, September 2006). The module should be presented with reference to this paper which has been reproduced with the kind permission of the author and the editor of the ASSE Journal. �The strength of the risk management approach in managing challenging behaviour is that it harnesses the educational expertise within a consultative framework into a process that supports informed and defensible decision making� (Dean, 2006, p 1). Have copies of the paper handy for distribution once presentation is over. Paper will also appear on Safe Schools website on the same link as the module.

3. What is Risk Management? Risk management is a process of well defined steps, it involves consulting and communicating with staff to: identify the risk analyse the risk assess and evaluate the risk treat the risk monitor and review effectiveness A series of five steps, each of which the presenter will address. It will be possible to involve participants in discussion and development of each stage or conversely to present the module in its entirety and allow participants to apply the model at a later stage.A series of five steps, each of which the presenter will address. It will be possible to involve participants in discussion and development of each stage or conversely to present the module in its entirety and allow participants to apply the model at a later stage.

4. 1.Identify the Risk Behaviour that may cause risk of harm and may present as a hazard to the health and safety of: the student Staff Other students visitors Q. What risk behaviour(s) cause the most concern? Q Which groups or individuals are most at risk? Ask participants to identify behaviours that pose a risk to the safety of themselves, other staff or students or a combination of these. Use the Questions as triggers, and then use the case study to give an example of what might be looked at (see next slide). Behaviours could include hitting, biting, scratching, stalking, spitting, throwing things, verbal abuse etc.Ask participants to identify behaviours that pose a risk to the safety of themselves, other staff or students or a combination of these. Use the Questions as triggers, and then use the case study to give an example of what might be looked at (see next slide). Behaviours could include hitting, biting, scratching, stalking, spitting, throwing things, verbal abuse etc.

5. 2.Analyse the Risk Analyse the context of the behaviour in relation to both the student and the learning environment. Risk Management strategies must address the reasons for the behaviour, not just the �effect� of the behavior. Q. What is the purpose of the risk behaviour? Q. What can trigger this risk behaviour? Q. Where and when is this risk behaviour likely to occur? Q. Other contributing factors? Q. Which groups or individuals are at risk? Stress that analysing the context of the behaviour will help target preventative strategies. Understanding the inter-relationship between the student and the learning environment may help schools to prevent the risk and minimise the behaviour as well as supporting the student to develop the knowledge and skills to respond appropriately. Individual characteristics impacting on behaviour could include medical, social, emotional and cognitive factors. Environmental factors could include equipment, resources, premises, competency of staff or supervision levels. Stress that analysing the context of the behaviour will help target preventative strategies. Understanding the inter-relationship between the student and the learning environment may help schools to prevent the risk and minimise the behaviour as well as supporting the student to develop the knowledge and skills to respond appropriately. Individual characteristics impacting on behaviour could include medical, social, emotional and cognitive factors. Environmental factors could include equipment, resources, premises, competency of staff or supervision levels.

6. 3.Assess and Evaluate the Risk Determine the likelihood and severity of the behaviour. Prioritise the behaviours that cause the greatest risk. Q. What is the frequency of this behaviour? Q. What severity of harm may result? Q. What is the likely duration of the behaviour? Q. Other contributing factors? The frequency, intensity and duration of problem behaviour is looked at from a safety aspect. Other contributing factors such as number, proximity, age, maturity and disability level of students exposed to behaviour may increase the likelihood and severity of resulting injury. The purpose of this section is to determine priorities for action and the type of controls required.The frequency, intensity and duration of problem behaviour is looked at from a safety aspect. Other contributing factors such as number, proximity, age, maturity and disability level of students exposed to behaviour may increase the likelihood and severity of resulting injury. The purpose of this section is to determine priorities for action and the type of controls required.

7. 4. Eliminate or Control the Risk At Organisational (whole school) level consider: Premises/Equipment, Programs and Resources; Information, training & construction; Emergency planning/crisis management; Supervision At Classroom teacher/staff level look at: Teaching Practices; Personal management; Duty of Care At Student level consider: Curriculum & behavioural support; Communication and Social Skills. For the whole school and staff ask: Q. What needs to happen to prevent the behaviour? Q. What needs to happen to minimise the risk should the behaviour occur? For the student: Q. What do they need to learn/do to eliminate or replace the behaviour? See pp 3,4 of Dean�s paper to supply more clues, answers to these questions.See pp 3,4 of Dean�s paper to supply more clues, answers to these questions.

8. 5. Monitor and Review Investigate all incidents or near misses and make modifications to the risk management plan as necessary and communicate to staff. Q. Any new risk behaviours? Q. Any new people at risk? Q. Any new contexts? Q. Any new control strategies required? Q. What action needs to be taken? Stress that replacing student behaviour is a long term goal and that in the interim strategies to minimise risk should be in place. A continual review will be needed as (hopefully) behaviour changes for the better.Stress that replacing student behaviour is a long term goal and that in the interim strategies to minimise risk should be in place. A continual review will be needed as (hopefully) behaviour changes for the better.

9. Case Study: Identify the Risk Student has a history of physically injuring both staff and other students by scratching, gouging at eyes and grabbing about the neck. Additional risk of infection. Use this case study to give participants ideas as to what to look for, what to place into the risk management strategy. Presenter could use this as an example to work through or encourage participants to work on a �case� they may be having problems with.Use this case study to give participants ideas as to what to look for, what to place into the risk management strategy. Presenter could use this as an example to work through or encourage participants to work on a �case� they may be having problems with.

10. Case Study: Analyse the Risk With regards to the risk behaviour: What is its purpose? To gain attention and avoid new tasks/situations What are the Triggers? Working in close proximity to the student; packing away preferred activities especially the computer; changing form one activity to another; in unstructured situations such as play. Where is it likely to occur? Playground (for students) and classroom (staff). When is it likely to occur? During unstructured play activities in lunch breaks and when transitioning from one activity. Less likely to occur when engaged in preferred activity. Ask participants for further examples, continue to use the case study or individual examples to answer the questions and demonstrate points. If using an example provided by the participants use headings only and fill in the template. Ask participants for further examples, continue to use the case study or individual examples to answer the questions and demonstrate points. If using an example provided by the participants use headings only and fill in the template.

11. Case Study: Assess and Evaluate the Risk Frequency of risk behaviour? Several times an hour, increased frequency during lunch breaks. What severity of harm may result? Multiple scratch marks across face, neck and arms. Level of exposure to this behaviour? All students and staff in close proximity. Other contributing factors? Targeted students are less mobile or unable to defend themselves. Student on medication. Student has younger brother who presents at school with multiple scratches resulting from what family refer to as �rough play� Again use participants� own experiences or this case study as a basis for discussion and further work. Again use participants� own experiences or this case study as a basis for discussion and further work.

12. Case Study: Eliminate or Control the Risk Consider strategies to overcome factors in Step 2. Ask the questions: WHY? If behaviour is to gain attention then goal maybe for student to learn socially acceptable interaction; if its task avoidance then providing a clear visual timetable and auditory cues at transition time may help. WHAT ARE THE TRIGGERS? Position student away from others or provide suitable space to avoid working close to others. WHERE? Separate student from vulnerable peers in playground and replace unstructured time with closely supervised structured play. WHEN? Not as often when working on preferred activities, increase these initially then reduce as behavior improves. Use the case study to back up strategies from previous slide or continue to work with participants on their own case studies and experiences.Use the case study to back up strategies from previous slide or continue to work with participants on their own case studies and experiences.

13. Case Study: Eliminate or Control the Risk What needs to be done to implement these strategies. At ORGANISATIONAL level: provide additional play area and supervision away from vulnerable students; check school response should an injury occur. At the TEACHER level: anticipate high risk situations and agree on strategies to be implemented; allow time and training aimed at improving student social and communication skills; design and implement visual timetable. At the STUDENT level: focus student learning on communicating needs and wants and initiating play and interaction with peers in appropriate ways. Use this slide for further illustrate examples of what can be done. It will also be necessary to develop an Individual Behaviour Plan (IBP) for the student. This is the topic of another module. It would be possible to develop a template around this.Use this slide for further illustrate examples of what can be done. It will also be necessary to develop an Individual Behaviour Plan (IBP) for the student. This is the topic of another module. It would be possible to develop a template around this.