Supporting Positive Behaviour in Alberta Schools

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

Supporting Positive Behaviour in Alberta SchoolsKey Element # 7Fair & Predictable ConsequencesMarch 15, 2011 Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 dynamicdevelopment@shaw.ca

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 Schools10 Key Elements Key Element 1: Positive Relationships Key Element 2: Learning Environment Key Element 3: Differentiated Instruction (DI) Key Element 4: Understanding Student Behaviour Key Element 5: Social Skills Instruction Key Element 6: Positive Reinforcement Key Element 7: Fair and Predictable Consequences D.M. Souveny Understanding Student Behaviour

Supporting Positive Behaviour in Alberta Schools Key Element Seven: Fair and Predictable Consequences

Motivation “Motivation only enables us to do what we are already capable of doing.”

Creating Choices With Creative Consequences: Positive Consequences • Positive consequences = something the child wants that you feel comfortable giving

Key Element #5: Fair and Predictable Consequences Reductive consequences = something the child does not like that you feel comfortable giving

Discipline Means “to teach” …it is about learning not about retribution or revenge D.M. Souveny Understanding Student Behaviour

Types of positive reinforcement What are some ways that you use to motivate students through the use of reductive consequences? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Types of Fair and Predictable Consequences • Redirecting • Planned ignoring • Correction and overcorrection • Restitution • Response Cost – removing or withholding preferred activities • Time away • Time out

Guidelines of using Reductive Consequences (p. 67) • Clarity for behaviour and consequences • Deliver the consequence – Do not threaten – Do! • Use for teaching – not for punishing • Be consistent- it is not the severity that is important it is the consistency • Be sensitive of how and when the consequence is delivered • Deliver in a matter of fact manner • Be aware of neurological factors that may hinder usefulness of consequences

Pitfalls of Punishment (p. 68) • Does not teach correct behaviour • May result in reduced self concept or belief as a “behaviour problem” • Consequences at school may be mild compared to experiences at home • Activities/people associated with punishment may become punishing

Giving Corrective Feedback (School wide pg. 50) • Avoid delivering negative consequences in front of others • Describe behaviour – in calm nonjudgmental manner • Encourage student to describe behaviour that would have been more appropriate • Prompt with reminders (if necessary) • Ask them to commit to that positive behaviour • Thank them for their attention D.M. Souveny Understanding Student Behaviour

Making Restitution(School-wide pg. 52) After having hurt others – consider a “caring menu” (in addition to or as an alternative to “sorry” • Write a note • Draw a picture • Help with project or chore • Share a book • Play a game • Make a card D.M. Souveny Understanding Student Behaviour

What is the problem with the following sequences? • Every time that Johnny is off task when the instructions are given the EA “Scolds him and then tells him what he is suppose to do. • Peter, who has Autism, sent out of the room whenever he becomes agitated • Betty gets into a verbal confrontation with Sally – she is sent to the principal’s office to work – during the time in the principal’s office she completes her homework D.M. Souveny Understanding Student Behaviour

Positive Reinforcement:Classroom Procedures Kevin is frequently out of his desk – so are many of the others in the class - What is 1 thing that you could do on a classroom basis to respond when he displays the undesired behaviour? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Creating Choices With Creative Consequences

Suspensions and Expulsions Read Pages 55-57 in School-wide approach to recognize the Disadvantages of Expulsion D.M. Souveny Understanding Student Behaviour

Remember… The ratio of positive reinforcement delivered for good behaviours and through non-contingent attention should exceed the attention for problem behaviour by at least 4:1

Success Summed Up • Preparation = Prevention • Desired Behaviours must be taught and reinforced. • Undesired behaviours must be consistently followed by a reductive consequence

Supporting Positive Behaviourin Alberta Schools….stay tuned & invite a friend Next time: Collaborative Teamwork April 19, 2011 Email or phone me 403 506 7091 dynamicdevelopment@shaw.ca

Supporting Positive Behaviour in Alberta Schools