POSITIVE BEHAVIOUR SUPPORT By Dolly Bhargava FORMAT OF

POSITIVE BEHAVIOUR SUPPORT By Dolly Bhargava

FORMAT OF PRESENTATION • DEFINING CHALLENGING BEHAVIOUR • INTRODUCTION TO POSITIVE BEHAVIOUR SUPPORT • UNDERSTANDING THE CAUSAL FACTORS OF CHALLENGING BEHVIOUR • PREVENTATIVE AND REACTIVE STRATEGIES TO MANAGE CHALLENGING BEHAVIOUR

FROM THE CHILD’S PERSPECTIVE…. . Functional • It does something for them (e. g. sweat → strip; mum talking to sister in the car → hit sister) Effective • It works for them (e. g. spelling test → crying, tantrum; scream whenever brother comes in my space or hoard things under bed) Learnt • It is a consequence of previous experiences (e. g. ‘Can I play ball with you’ → No hide in a tunnel; hides in a cardboard box at home) • Only means for successfully influencing their environment Communicative • Only means of communicating their need (e. g. drop to floor →time out; mum gave me the wrong spoon)

FORMAT OF PRESENTATION • DEFINING CHALLENGING BEHAVIOUR • INTRODUCTION TO POSITIVE BEHAVIOUR SUPPORT • UNDERSTANDING THE CAUSAL FACTORS OF CHALLENGING BEHVIOUR • PREVENTATIVE AND REACTIVE STRATEGIES TO MANAGE CHALLENGING BEHAVIOUR

When you plant lettuce, if it does not grow well, you don't blame the lettuce. You look into the reasons it is not doing well. It may need fertilizer, or more water, or less sun. You never blame the lettuce. Yet if we have problems with our friends or our family, we blame the other person. But if we know how to take care of them, they will grow well, like lettuce. Blaming has no positive effect at all, nor does trying to persuade using reason and arguments. That is my experience. No blame, no reasoning, no argument, just understanding. If you understand, and you show that you understand, you can love, and the situation will change. Thích Nhat Hanh (Buddhist priest)

POSITIVE BEHAVIOUR SUPPORT The goal in PBS is not to eliminate behaviour. Rather, it is to understand the behaviour's purpose so that the child can replace it with new, prosocial behaviours that achieve the same purpose (Carr et al, 1994; Horner et al. , 1992). PBS uses multiple approaches to reduce challenging behaviours: changing interactions, altering environments, teaching skills and coping abilities.

FORMAT OF PRESENTATION • DEFINING CHALLENGING BEHAVIOUR • INTRODUCTION TO POSITIVE BEHAVIOUR SUPPORT • UNDERSTANDING THE CAUSAL FACTORS OF CHALLENGING BEHVIOUR • PREVENTATIVE AND REACTIVE STRATEGIES TO MANAGE CHALLENGING BEHAVIOUR

TRIGGERS RELATED TO THE CHILD • Lack of Skill (e. g. mum is not going to come to pick me up at school; art class will start in 5 mins; we are running 2 mins late) • Lack of Self Regulation (e. g. passive/prompt dependent in the classroom but not in the MSE; get dressed even though wet) • Lack of Discrimination (e. g. employment greeting everyone…chatting to everyone; inviting everybody home) • Lack of Motivation (e. g. walk with the group vs run away – accidentally get poked/ touched; do chores) Hammer, D. (2010)

TRIGGERS RELATED TO THE ENVIRONMENT - Sensory aspects (e. g. classroom; home – hiding in cardboard box) Coping with distractions Familiarity of environment Predictability (e. g. teaching staff, home – bank-school) Schema - rules, expectations – explicit, implicit, written (e. g. going to dentist) - Organisation (e. g. materials, activity, routine, placement of work tasks) - Procedures - are these practiced just as carefully as the academic content - Equipment (e. g. Writing) - Choice and level of control - Quality of activities (e. g. challenge, passive/active, level of support – play on IPAD vs. a game)

TRIGGERS RELATED TO THE COMMUNICATION PARTNER • Attitudes (e. g. grow out of it, make him look as normal as possible) • Beliefs (e. g. naughty, punitive) • Values (e. g. children are there to be seen and not heard) • Responses (e. g. shout, scream) • Respect (e. g. does the child have emotions? ) • Provide continuous, stable relationship • Bolster self worth, sense of belonging • Provide emotional support • Creates opportunities to share hopes, fears and interests

Are you dependable, reliable and clear? of in con sist enc y - Reinforce challenging behaviour - Manipulate and control others - Increased chance that others may comply with your demands -The release of tension that occurs when one loses his or her temper and acts aggressively. -Deeply ingrained - Resistant to change

IN CONCLUSION If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).

TEACHER TRAINING AUSTRALIA Workshop 1 - Promoting active learner engagement of students with complex emotional and behavioural disorders 3 rd of June (Melbourne); 5 th of June (Sydney) Workshop 2 - Classroom management of students with complex emotional and behavioural disorders 4 th of June (Melbourne); 6 th of June (Sydney) qualitycommunication 1@gmail. com