RESPONDING TO CHALLENGING BEHAVIOUR A planned positive approach
RESPONDING TO CHALLENGING BEHAVIOUR A planned, positive approach
WHY DEVELOP A POSITIVE APPROACH TO BEHAVIOUR MANAGEMENT? 70% of middle and high school teachers report disruptive behavior as a serious problem in their schools 85% of new teachers feel unprepared to manage discipline problems (Anderson & Scott, 2009) Historically educators have relied on a variety of reactive approaches to discipline that have not proven effective (Skiba & Raush, 2006; Skiba, Ritter, Simmons, Peterson, & Miller, 2006) US data
PUNISHMENT IN SCHOOLS OFTEN RESULTS IN INCREASED: Aggression Vandalism Truancy Dropping out Skiba and Peterson, 1999 ‘Punishing an inappropriate behaviour does not teach appropriate behaviour’ Rudolf Driekurs
LONG SUSPENSIONS 5 -20 days average length 12. 6 days (2011) 2006 - 2011 up 36% 27. 5% had more than one in that year ‘Persistent misbehaviour’ 47% WHO? K-6 15% 7 -10 77% 6% of students in 7 -10 received a long suspension NSW DEC data
WHO IS MOST AFFECTED? NSW 2011 OUT OF HOME CARE: 24% had been suspended or expelled once ABORIGINAL AND TORRES STRAIT ISLANDERS- 23% of students suspended in NSW for more than 4 days (an increase of 4% since 2010) Total enrolment across primary and secondary is 6. 1% STUDENTS WITH DISABILITIES From Uniting Care Policy Paper: Addressing high rates of school suspension, 2012
Number of suspensions annually per 1000 students Yr 7 -10 Students Aboriginal female Short suspensions 251 Aboriginal male 629 Non-Aboriginal female 62 Non-Aboriginal male 188 NSW Review of Aboriginal Ed 2004 Long suspensions 37 168 11 43
CHILDHOOD TRAUMA IMPACTS THE NORMAL DEVELOPMENT OF THE BRAIN
‘Engrave this upon your heart: there isn’t anyone you couldn’t learn to love once you heard their story’ Mary Lou Kownacki (author)
PROTECTIVE FACTORS RISK FACTORS Bullying Peer rejection Poor attachment to school Inadequate behaviour management Deviant peer group School failure Commonwealth Health & Aged Care (2000). Helen Cahill, 2012 Sense of belonging Positive school climate Positive peer relationships Required responsibility Opportunities for success Recognition of achievement School norms against violence Opportunities to participate actively Engagement in learning Positive behaviour management Positive student-teacher relationships Collaborative teaching strategies
CONNECTEDNESS BELONGING ‘feeling close to, a part of, and happy at school; feeling that teachers care about students and treat them fairly; and feeling safe at school’ Libbey 2004
BUILDING RESILIENCE AND WELL BEING • Social and emotional competency • Positive emotions: belonging, safety, satisfaction, pride, enjoyment, optimism • Engagement through strengths • Positive relationships • Meaning and purpose Noble and Mc. Grath, 2008
Behaviour Prevention Kutash et al. , 2006; Larson, 1994 Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior
FAIR DOES NOT MEAN THE SAME
National Safe Schools Framework Safe Schools Hub • • • school-wide wellbeing student engagement through effective quality teaching the development of a safe and supportive learning environment catering for diverse students positive behaviour management.
WHOLE SCHOOL APPROACH ENHANCE STUDENT RESILIENCE, ENGAGEMENT AND WELL BEING Helen Cahill, 2014 Organisational features Relational features Pedagogical features • School pride, optimism • Fair, tolerant policies • Inclusive • School/community • Positive behaviour management • Focus on relationships • High expectations • Intervention • Relevant, engaging curriculum • SEL program • Data and feedback • Experiential and collaborative • Community service
PRINCIPLES OF BEHAVIOUR: 1. 2. 3. 4. 5. 6. 7. 8. often has a purpose. is a response to the environment. is learned so can be changed. positive interventions have a higher degree of success. learning opportunity for us and for the student may be maintained by the environment. may be a way of communicating. strategies learned in early life may not be functional in later life.
BE PROACTIVE You cannot change what you will not confront. We must look for proactive strategies to change behavior rather than reactive impulses. Laura Riffel (the behaviour doctor) Be response-able Stephen Covey 7 Habits of Highly Effective People
ROADBLOCKS 1. 2. 3. 4. My job is to teach my subject, not behaviour I don’t have time to provide prompts and reinforce behaviour Giving extra help to problem students is not fair to the other students. I want students to be intrinsically motivated and not need external reinforcement 5. I would love to provide more reinforcement but she never does anything to deserve it
, Explain ERASE problem behaviour What is the problem? Evaluate How will you know if it works? Reason What is he/she getting out of it or getting away from? Support Appropriate How can you help this happen more often? What would you like him/her to do instead?
In real estate it is about location, location! In behaviour it is about consistency, consistency! Laura Riffel behaviordoctor. org
DEFINE THE BEHAVIOUR EXPLAIN
ROUTINES & SETTING EVENTS
TRIGGERS (ANTECEDENTS) In groups: 1. Brainstorm list of triggers 2. List ways to avoid the triggers
ANTECEDENT BEHAVIOUR CONSEQUENCE
FUNCTION OF BEHAVIOUR REASON
ACADEMIC SUPPORT
ACADEMIC ACHIEVEMENT The student’s expectation of success The value that the student places on achieving success STUDENT MOTIVATION If either of these factors is zero then the motivation product will also be ZERO
Intensive Targeted Universal Dec 7, 2007 Few Some All RTI Continuum of Support for ALL
social stories small group work individualised instruction whole class social and emotional lessons circle time playground social skills group school clubs board games modelling of appropriate behaviour role playing Check in check out
SOCIAL SKILLS Skills deficit Performance deficit Fluency deficit Avoidance
REPLACEMENT BEHAVIOURS APPROPRIATE
INDIVIDUAL BEHAVIOUR CONTRACTS
EFFECTIVE REINFORCEMENT SUPPORT Use the least amount necessary Approximate and/or pair with natural reinforcers Make part of the routine and systems Pre plan and teach consequences Scott, Liaupsin, & Nelson, 2002
EFFECTIVE CONSEQUENCES Use least amount necessary Pre plan and teach Use only with reinforcement for replacement behaviour Should defeat the function of the problem behaviour Scott, Liaupsin, & Nelson, 2002
Only one surprise!
BEHAVIOUR RESPONSE PLAN
RESTORATIVE PRACTICES Thisamericanlife. org Podcast CASEL website references Thorsborne and Blood, 2013
CONTINUOUS AND NEVER ENDING IMPROVEMENT EVALUATE
STRUCTURED CASE DISCUSSION
1. Case is described to participants giving as much detail as possible. 2. Go around the group and each person can ask one clarifying question at a time. 3. Go around the group and participants give a suggestion for the case using the phrase ‘if this were my case I ……’No discussion. 4. Keep going around the group until all ideas have been given.
STAFF WELLBEING Collegial support Time Out Debriefing opportunities Regular team meetings
‘It’s not about the resources you have it’s about the resourcefulness you have’ Tony Robbins
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