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Challenging Behaviour

Challenging Behaviour. Tyler Bergen http://behavioursupports.wikispaces.com. What is challenging behaviour?. Working Definition : Disruptive behaviour which doesn’t stop with our usual methods. Consider Frequency and Severity. Why do kids have challenging behaviour?.

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Challenging Behaviour

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  1. Challenging Behaviour Tyler Bergen http://behavioursupports.wikispaces.com

  2. What is challenging behaviour? Working Definition: Disruptive behaviour which doesn’t stop with our usual methods. Consider Frequency and Severity

  3. Why do kids have challenging behaviour? Why does anyone?

  4. Key points about your behaviour 1. You control your actions 2. Your philosophyinforms your actions Dr. Ross Greene Video: http://youtu.be/jvzQQDfAL-Q

  5. Striking a balance: We want our proactive measures to heavily outweigh our reactive strategies, though we need both.

  6. How do we deal with challenging behaviour? • Issue Requests/Commands/Demands • Issue Reminders • Issue Consequences In other words, we say and do things to try to influence the behaviour of our students. Plans A, B, C.

  7. What we say and do will influence the likelihood of challenging behaviour decreasing or increasing.

  8. Proactive Planning

  9. Proactive Planning

  10. Don’t kids need to understand consequences?

  11. Setting Limits 1. A limit is not the same as an ultimatum • Limits aren’t threats. • Limits offer choices with consequences.

  12. Setting Limits 2. A limit should teach, not punish • Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences.

  13. Setting Limits 3. Setting limits is more about listening than talking • Taking the time to really listen will help you better understand their thoughts and feelings. • You will learn more about what’s important to them, and that will help you set more meaningful limits.

  14. Setting Limits 1. Explain which behavior is inappropriate. 2. Explain why the behavior is inappropriate. 3. Give reasonable choices with consequences. 4. Allow time. 5. Be prepared to enforce your consequences.

  15. Recognize that you are likely upset too Follow the plan

  16. The team The entire team that works with an individual must have access to and follow the same plan of communication.

  17. The team focus should be positive programming. It should also include a plan for crisis situations.

  18. Reacting to a crisis 1. Be empathic. • Whether or not you think their feelings are justified, • those feelings are real to the other person. Pay attention to them. 2. Clarify messages. • What are the feelings behind the facts? Ask reflective questions and use both silence and restatements.

  19. 3. Respect personal space. • Stand at least 1.5 to 3 feet from an acting-out person. Invading personal space tends to increase the individual’s anxiety. 4. Be aware of your body position. • Standing eye-to-eye sends a challenging message. • Standing one leg-length away and at an angle off to the side is less likely to escalate the individual.

  20. 5. Ignore challenging questions. • Redirect the attention to the issue at hand. Answering challenging questions often results in a power struggle. 6. Permit verbal venting when possible. • Allow the individual to release as much energy as possible by venting verbally. If you cannot allow this, state directives and reasonable limits during lulls in the venting process.

  21. 7. Set and enforce reasonable limits. • State limits and directives clearly and concisely. When setting limits, offer choices and consequences to the acting-out individual. 8. Keep your nonverbal cues nonthreatening. • The more an individual loses control, the less your words are heard. Be aware of your gestures, facial expressions, movements, and tone.

  22. 9. Avoid overreacting. • Remain calm, rational, and professional. Your response will directly affect the person’s behavior. • Remember step 1 to continue to empathize. 10. Use physical techniques only as a last resort. • Use the least restrictive method of intervention possible. Physical techniques should be used only when individuals are a danger to themselves or others. • Physical interventions should be used only by competent/trained staff. Any physical intervention may be dangerous.

  23. Have a Plan Follow the Plan Use data to problem solve and refine the plan

  24. Have a plan… First, think proactive and positive behavioural supports • Teach skills related to the lagging skill or unsolved problem Then, think reactive strategies: • These should be writtendown and rehearsed

  25. Follow the plan… Don’t wait for the ‘thing’ to happen, plan for it to happen

  26. Use data to problem solve and refine

  27. Key Messages Kids do well if they can. You only control your actions. Your philosophy informs your actions. Your words and your body language matter. In a crisis, your body language matters more. Plan for the ‘thing’ to happen, and follow the plan. http://youtu.be/6xkVT2y9euI

  28. Resources • Dr. Ross Greene: • www.livesinthebalance.org • www.lostatschool.org • www.ccps.info • Crisis Prevention Institute: • www.crisisprevention.com • Examples of Behaviour Plans are available on the special education portal

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