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EDTE 532 Week 3. Behaviour…what is it?. PAST: teachers spent most of their effort with what followed a behaviour (punishment)…… NOW: more time is spent on UNDERSTANDING the behaviour. Today, behaviour is seen as having a function, which is related to the environment.
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EDTE 532 Week 3 Behaviour…what is it?
PAST: teachers spent most of their effort with what followed a behaviour (punishment)…… • NOW: more time is spent on UNDERSTANDING the behaviour
Today, behaviour is seen as having a function, which is related to the environment. - Certain conditions provoke and support behaviour
Today, we believe behaviour is communication: • Is there a medical, physical or emotional reason for the behaviour? • Is there a problem with the curriculum or instructional methods, or physical or social environment?
ANTECEDENT • ….What happens before the behaviour • (THE WHY) • CONSEQUENCE • What follows…
Very small • % • of students. • Usually on a IEP • FBA • Smaller number of students- counseling • Social skills class • Regular check-ins School Wide Rules – Distracting behaviours
Functional Behaviour Assessment • Problem solving approach • Team work • Looks at ecological and environment context and immediate triggers and consequences
Ecological Considerations • The student’s learning environment such as: • The classroom a. schedules and rules b. room arrangement c. student seating arrangement d. transition plans between activities and settings • Curricular and instructional approaches
Functions of the Behaviour • To gain access to materials, people or activities, - attention seeking from peers or adults - want a specific object or activity - is seeking social attention
Functions of Behaviour • Avoiding/escaping/protesting • Student perceives activity to be either boring, easy etc. and wants to avoid • Student wants to escape social demands or person • Environment could be too noisy, too much light etc., …. wants to get away
Setting Events? • May occur in one environment and affect the behaviour in another • A distant event that may influence the likelihood that a challenging behaviour will occur
Setting Event2 options for dealing with : • Be proactive – change circumstances so that setting events no longer occur to influence the behaviour - What conversation could you have with the parents about how to support the student to ARRIVE feeling less rushed? • Supportive – provide supports to offset the impact of the setting event - what if the student was more rushed than usual…how could you support them when they arrived at school?
Antecedent • What was the TRIGGER for the behaviour?
The Interview • Who • What • When • Where • How • Why
Hypothesis • Addresses the relation between the target behaviour, the function of the behaviour (communicative intent) and the antecedent/setting event • Supports the development of a support plan • Example: • When Brian does not sleep well he starts to fall asleep during his afternoon classes • Sharon throws her book when asked to read out load. She does this to avoid reading out loud and showing others that she has difficulty reading
What can we change? • Physical setting • Social setting • Degree of Independence • Instructional strategies, curriculum and activities • Social Interaction • Degree of choices • Scheduling factors
Assessment/Intervention Process • Antecedent - You can be proactive • Behaviour - teachable moment • Consequence • How you respond