Understanding Behaviour Postive Behaviour Supports 1 Getting reconnected

Understanding Behaviour Postive Behaviour Supports 1

Getting re-connected Activity: Five Sentence Completions 2

Key Features of Positive Behaviour Support • • Ecologically oriented Assessment based Preventive and educational Lifestyle and inclusion focused Comprehensive Team-based Respectful Long-term focused 3

Personal and Lifestyle Outcomes • Active engagement in preferred activities • Freedom of movement • Meaningful daily activities • Exercise that is healthful and personally satisfying 4

Personal and Lifestyle Outcomes • Socially satisfying personal relationships • Ability to express wants, needs and preferences • Pursuit of leisure and recreation interests • Safe living and learning environment 5

Functional Behaviour Assessment • Involves a problem solving process • Includes team work • Looks at the “big” picture (ecological and environment context) and immediate triggers and consequences • Believes 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? 6

Functional Behaviour Assessment Steps 1. 2. 3. 4. 5. 6. 7. 8. 9. Decide if a intervention is warranted Develop a personal profile Define the target behaviour Conduct a functional behaviour interview Conduct direct observations Use setting events checklist Form hypothesis Design an support plan (prevent, teach and respond) Evaluate plan 7

Ecological considerations Refers to the environment in which the student is learning: • Classroom environment – Schedules & rules – Room arrangement for instruction and materials management – Student seating arrangements – Plans for transition between activities and settings • Curricular and instructional approaches 8

Functions of Behaviour 1. Gaining access to materials, people or activities 2. Avoiding, escaping, or protesting 9

Avoiding / escaping / protesting • Student perceives activity (academic or social) as too easy, boring, of no use, uninteresting) and wants to avoid • Student want to escape social demands or person • Student wants to get away from a particular type of environment (too noisy, too much light, irritating textures or colours. . . ) 10

Gaining access to materials, people or activities • Seeking various levels or type of attention from peers or adults • Wants a desired object or activity • Wants a particular social attention 11

Direct observation • To get a representative sample of the behaviour and related factors (A-B-C) • To examine environmental considerations • Select an appropriate method • Use practical and efficient methods • Record for 2 -5 days 12

Direct Observation • Ensure all recorders are clear on the target behaviour and recording method • Record the target behaviour immediately as it occurs • May transfer the data to a graph 13

Direct Observation • Typical methods – – – Frequency Duration ABC charts Scatter plots Event recording Functional Assessment Observation 14

Things to Try of Next Time • Practice recording formats » or • Watch Youtube and fill out ABC chart » or • Complete personal profile and preference sheet 15