Supporting Positive Behaviour in Alberta Schools

1. Supporting Positive Behaviour in Alberta Schools Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 D.M. Souveny Understanding Student Behaviour

2. Supporting Positive BehaviourIn Alberta Schools (2008) • A School Wide Approach • A Classroom Approach • An Intensive Individualized Approach D.M. Souveny Understanding Student Behaviour

3. Supporting Positive Behaviour in Alberta Schools10 Key Elements Key Element One: Positive Relationships Key Element Two: Learning Environment Key Element Three: Differentiated Instruction (DI) D.M. Souveny Understanding Student Behaviour

4. Homework 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. D.M. Souveny Understanding Student Behaviour

5. Supporting Positive Behaviour in Alberta Schools Key Element Four: Behavioural Expectations Across Settings/Understanding Student Behaviour D.M. Souveny Understanding Student Behaviour

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Functional Behaviour Assessment Generally, effective intervention approaches are most successful if both antecedents and consequences are addressed. D.M. Souveny Understanding Student Behaviour

14. Scenario The 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. The Escalation Cycle:G. Colvin, 2004 (p.33) D.M. Souveny Understanding Student Behaviour

21. Trigger Events Fast 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

22. 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

23. 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

24. 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

25. 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 better 2.      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

26. 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

27. 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

28. 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

29. 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

30. 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: • Strengths • Areas to be developed D.M. Souveny Understanding Student Behaviour