Transcript Week 3 PowerPoint Presentation

EDTE 532
Week 3
Behaviour…what is it?
• PAST: teachers spent most of their effort with
what followed a behaviour (punishment)……
• NOW: more time is spent on UNDERSTANDING
the behaviour
• Today, behaviour is seen as having a function,
which is related to the environment.
- Certain conditions provoke and support
behaviour
• Today, we believe 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?
• ANTECEDENT
– ….What happens before the behaviour
– (THE WHY)
• CONSEQUENCE
– What follows…
Very small
%
of students.
Usually on a IEP
- FBA
Smaller number of studentscounseling
- Social skills class
- Regular check-ins
School Wide Rules –
Distracting behaviours
Functional Behaviour Assessment
• Problem solving approach
• Team work
• Looks at ecological and environment context
and immediate triggers and consequences
Ecological Considerations
• The student’s learning environment such as:
- The classroom
a. schedules and rules
b. room arrangement
c. student seating arrangement
d. transition plans between activities and
settings
• Curricular and instructional approaches
Functions of the Behaviour
• To gain access to materials, people or
activities,
- attention seeking from peers or adults
- want a specific object or activity
- is seeking social attention
Functions of Behaviour
• Avoiding/escaping/protesting
– Student perceives activity to be either boring,
easy etc. and wants to avoid
– Student wants to escape social demands or
person
– Environment could be too noisy, too much light
etc., …. wants to get away
Setting Events?
• May occur in one environment and affect the
behaviour in another
• A distant event that may influence the
likelihood that a challenging behaviour will
occur
Setting Event
2 options for dealing with :
• Be proactive – change circumstances so that setting
events no longer occur to influence the behaviour
- What conversation could you have with the parents
about how to support the student to ARRIVE feeling
less rushed?
• Supportive – provide supports to offset the impact of
the setting event
- what if the student was more rushed than usual…how
could you support them when they arrived at school?
Antecedent
• What was the TRIGGER for the behaviour?
The Interview
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Who
What
When
Where
How
Why
Hypothesis
• Addresses the relation between the target behaviour,
the function of the behaviour (communicative intent)
and the antecedent/setting event
• Supports the development of a support plan
• Example:
• When Brian does not sleep well he starts to fall asleep
during his afternoon classes
• Sharon throws her book when asked to read out load.
She does this to avoid reading out loud and showing
others that she has difficulty reading
What can we change?
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Physical setting
Social setting
Degree of Independence
Instructional strategies, curriculum and
activities
• Social Interaction
• Degree of choices
• Scheduling factors
Assessment/Intervention Process
• Antecedent
- You can be proactive
• Behaviour
- teachable moment
• Consequence
– How you respond
Video
Assessment