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Understanding Behaviour

Foundations

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~Getting Connected~

Name

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Learning OutcomesTo recognize the values, elements and outcomes of positive behaviour supportTo explain the key components of the functional assessment processTo describe instructional practices to promote behavioral successes of studentsTo describe intervention strategies to promote behavioural success of studentsTo outline the roles and responsibilities an education assistant has in the development and implementation of positive behaviour support plans

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Activity: KWL

• K = what we know

• W = what do we want to know

• L = what did we learn

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Approaches to Behavioural Concerns

Traditional CurrentBehaviour is part of the disability

Behaviour is learned and can be unlearned

Behaviour is the problem Behaviour is a symptom of the underlying problem

Behaviour is in the person Problem is the interaction between the person & the environment

Behaviour is meaningless Behaviour is the person’s best attempt to communicate

“Behaviour problems” “Challenging behaviour”

“Behaviour management” “Behavioural support”

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Traditional Approach

Before the behaviour occurs...behaviour occurs...consequence

(5% of energy & expertise............95% of energy & expertise)

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Current approach

Before the behaviour occurs...behaviour occurs...consequence

(95% of energy & expertise............5% of energy & expertise)

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Traditional Approaches to “Managing” Problem Behaviours

Problem Behaviour• Perception of noncompliance (being difficult

or manipulative)• Look to control or punish• Design / apply interventions to have power or

control over the student• Student’s needs remain unaddressed• Maintain or increase problem behaviours or

substitution of another behaviour

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Current approach

Challenging Behaviour• Determine level of concern• Develop a personal profile of the student• Define the target behaviour • Conduct interviews• Conduct direction observations• Form hypotheses• Develop a positive support plan (addresses

prevention, teaches replacement skills and responses)

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3 Tiers of support

Continuum of supports:

All students will need…(80%)

Some students will need…(10-15%)

A few students will need…(5-10%)

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Changing the way we think

• Behaviour is functional - it serves a purpose & the student is communicating through their behaviour

• Understanding the function of behaviour is often complex

• Behaviour is related to its context - environmental conditions can set up, set off or maintain behaviour

• Behaviours can change - intervention is about reducing challenging behaviours and increasing appropriate behaviour

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And changing the way we work!

• Engaging in problem-solving processes• Collaborating with multi-disciplinary team

members, including the family and student• Changing what we do to prevent behaviours• Instructing for new skills• Responding in ways to maintain appropriate

behaviours

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What’s an educator to do?

Before designing an intervention answer:

Why is the student doing this behaviour?

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Functional Assessment

...is a problem solving process for gathering information about an individual’s challenging behaviour. It relies on a variety of techniques and strategies to help identify the function/purpose of the behaviour and assists in the selection of interventions to directly address the behaviour.

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Prioritizing & Defining

• Determine level 1, 2 or 3

• Define behaviour:– Observable– Measurable– Concrete– No inferences

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Defining a behaviour

• Tantrums • Screaming • Falling on the floor • Disruption • Self-abuse • Pinching others • Aggressive • Grabbing things

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Defining a behaviour

• Tantrums • Screaming • Falling on the floor • Disruption • Self-abuse • Pinching others • Aggressive • Grabbing things

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A-B-C

• Antecedent, behaviour, consequence• Antecedent: what comes before, the

“trigger”• Behaviour: what the student does• Consequence: what follows a behaviour• Basic behavioural sequence; identifies

patterns between the variables

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A-B-C

James is a seventh-grade student with difficulties in oral reading. In social studies class, each student is expected to take a turn reading part of the chapter out loud. When it is James’s turn, he responds by throwing his books on the floor and swearing at the teacher. His teacher responds by sending him to the vice-principal’s office. This behaviour continues and worsens over the Fall.

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A-B-C

James is a seventh-grade student with difficulties in oral reading. In social studies class, each student is expected to take a turn reading part of the chapter out loud. When it is James’s turn, he responds by throwing his books on the floor and swearing at the teacher. His teacher responds by sending him to the vice-principal’s office. This behaviour continues and worsens over the Fall.

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A-B-C

Michael, a second-grade student, pushes the other children in line when he is told to stand at the end of the line. When the teacher lets him hold the door, he stops pushing. This happens every time the students line up for lunch. This behaviour continues on a daily basis.

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A-B-C

Michael, a second-grade student, pushes the other children in line when he is told to stand at the end of the line. When the teacher lets him hold the door, he stops pushing. This happens every time the students line up for lunch. This behaviour continues on a daily basis.

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A-B-C

Lisa is a fifth-grade student who loves to be the center of attention. She frequently makes loud inappropriate jokes in the class that cause her classmates to laugh. This behaviour continues even though the teacher interrupts each incident by giving Lisa a long lecture about appropriate fifth-grade behaviour.

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A-B-C

Lisa is a fifth-grade student who loves to be the center of attention. She frequently makes loud inappropriate jokes in the class that cause her classmates to laugh. This behaviour continues even though the teacher interrupts each incident by giving Lisa a long lecture about appropriate fifth-grade behaviour.

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A simplified way of framing the assessment and intervention process

Antecedent Behaviour Consequence

Proactive Teach Response

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Things to try for next time

School Observation

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Finding Patterns