Pt 2: Behaviour Assessment

1. Pt 2:Behaviour Assessment

2. Shape of the Morning • FBA Practice Discussion • General Review of Personal Profile and FBA • Case Studies (1 and 2) • Stations (Case Studies, Feedback, Break) • FBA Observation Form • Behaviour Support/Learning Planning • Finish by 11:30

3. Table Group Discussion

4. Step 1: Personal Learning Profile • A concise and comprehensive summary of the student’s relevant personal information.

6. Functional Behaviour Assessment

7. Troubling Behaviour CASE STUDY #1 • Identify observable behaviour you see/hear (e.g. hitting, kicking, saying “shit”) • Important – list the progression in escalating order (e.g. drawing on paper, ripping paper, yelling) Challenging Behaviour Social learning mistakes

8. Antecedents and Setting Events • Antecedent – environments, situations, and people that are present immediately prior to the behaviour. What are the events that predict when the troubling behaviour(s) will occur? Antecedents/ Triggers Setting Events/ Precipitating Factors • Setting Event – the physiological and psychological external precipitating factors that increase the student’s anxiety and negatively influence his/her ability to cope (e.g. lack of sleep, lack of food, medication missed) Challenging Behaviour Social Learning Mistakes

9. Reinforcing Consequence (function of behaviour) Reinforcing Consequence – Identify the need(s) you believe the student is attempting to meet. What is reinforcing the behaviour? Gain: attention, control, sensory, tangible, task Avoid: attention, control, sensory, tangible, task Antecedents/ Triggers Setting Events/ Precip. Factors Reinforcing Consequence Function of Behaviour Challenging Behaviour

10. Desired Behaviours and Acceptable Behaviour Goals Desired Behaviour Identify a maximum of 2-3 positively stated measurable and achievable behaviour goals for the student. Very important: the behavior goals must be reinforced by the same reinforcer as the challenging behaviour. Antecedents/ Triggers Acceptable Behaviour Goals Setting Events/ Precip. Factors Reinforcing Consequence Challenging Behaviour

11. Desired Behaviours and Acceptable Behaviour Goals Acceptable Behaviour Goals Ask for a 5 minute break every time needed – YES Raise hand to ask for help every time frustrated- NO Reinforcing Consequence Avoid Task (to protect dignity) • Challenging Behaviour • Absent • Arriving late • Talking with other students • Talking back to teacher

12. Desired Behaviours and Acceptable Behaviour Goals Acceptable Behaviour Goals Say “hi” to peers during 50% of peer initiations- yes Keep hands to self 50% of the day- NO Reinforcing Consequence Attention from peers Challenging Behaviour Pushing students

13. Case Study #2

14. Stations = 10 minutes each • Station #1 = Case Study #3 • Station #2 = Case Study #4 • Station #3 = Feedback with Deb/Scott • Station #4 = Break

15. FBA Observation Form

16. Behaviour Support/Learning PlansA functional approach to behaviour • From “diagnose and place” • To Assess and support • From “Fit-in or leave” • To Environmental Design • From “Punish ‘til perish” • Proactive support Rob Horner

17. Allows us to create Learning Environments where • Challenging behaviours are irrelevant • Aversive events are removed • Access to positive events are more common • Challenging behaviours are inefficient • Appropriate behaviour alternatives are taught • Challenging behaviours are ineffective • Troubling behaviours are not rewarded/reinforced Rob Horner

18. Dear Mr. Elias, I just wanted to write you to tell you how I am doing at school. I am in grade 6 and doing same the work as everyone else. I have lots of friends. I would not be here if it wasn’t for you. Your friend, James

19. Enjoy the rest of your day!!!