behaviour management a positive approach angela davis
TRANSCRIPT
Behaviour Management A Positive Approach
Angela Davis
Overview of the Course Session 1
• Prevention & Proactive Strategies
• Observation & Function of Behaviour
• Use of Reinforcement Schedules
Session 2
• Reactive Strategies
Session 3
• Safety/ Self Injury
• Maintenance
What is Behaviour?
Definitions
• A manner of acting
• The “doing” that follows the
feeling and/or thought
• A physical response to stimuli
• Visual evidence of feelings,
thinking, development
Context of Children’s Behaviour
1. Developmental level and learning styles
2. What is “normal”
3. Role of culture
4. Temperament & Gender
5. Family and social environment
Mothers' behavioural description of their children at ages 2, 3 and 4 (percentage of age group) n= 200
Behaviour Age 2 Age 3 Age 4
Eats too little 50 26 37Resists going to bed 70 46 56 Awakens during the night 52 52 56 Has nightmares 17 18 36 Wets self during day 75 14 7 Wets bed at night 82 49 26 Fights or argues 72 75 92 Hurts younger sibling 44 51 64 Hits others or takes things 68 52 46 Stubborn 95 92 85 Disobedient 82 76 78 Tells fibs 2 26 37 Constantly seeks attention 94 48 42 Clings to mother 79 34 26 Temper outbursts 83 72 70 Active, hardly ever still 100 48 40
Principles of Effective Management
• Clear framework/systematic approach
• Objective approach
• Behaviour within context
• Behaviour as communication
• Altering context = altering behaviour
• Positive approach
• Allow time for change
Points to Remember
• Reframe behaviour as communication
• Children act out in places they feel safe
• Teach alternative ways of communicating
• Assume children don’t know rather than
won’t do
Targeted Intervention
The Learning Environment
Inclusive Programming
Corrective Intervention
Reactive
Individual Focus
Preventative
Whole Group
Focus
The
Learning
Environment
Preventative
Whole
Group
Focus-Physical Environment
-Program structure
-Staff styles and values
ANTECEDENTS - THE ENVIRONMENT:
– Room layout, stimulation levels etc..
– Placement of child/activities
– Demands of the task
– Use of space
Strategies
•Reduce sensory overload
-visual
-auditory
•Appropriate supports
•De-clutter etc..
The learning environment:
ANTECEDENTS - THE SCHEDULE OF THE DAY:
– Level of Organisation
– Use of visual timetables
– Positive start
– Routines
– Think about transitions
Visual Props / Schedules
ANTECEDENTS - ‘TEACHER’ BEHAVIOURS:
How children are ‘treated’
– How the session runs
– How instructions are given
– Follow through
– Level of organisation
– Capacity to respond as events unfold
Maximising Compliance
The way
in which directions are given
is crucial
Guidelines for Maximising Compliance
• wait for natural break
• move close
• eye contact
• firm and clear direction
• be specific
• be clear about choices
• wait
Choices
– practice being in charge
– encourage responsibility
– remove motivation for non compliance
REASONS CHOICES ARE
IMPORTANT:
– open choices
– limited choices
– process choices
– no choice
CHOICES VARY:
Grandma’s Rule
“First you do what I want,
then you can do what you want!”
The Value of Observation
Observation
Interpretation/Analysis
Hypothesis formulation
Plan of Action
Implementation of plan
Evaluation (ongoing observation)
Revision/Maintenance
Defining Behaviour
The first step in managing behaviour is to
... define the behaviour that
is to be increased
or decreased
A good Definition Includes:
• WHO does it?
• WHAT is it that they do?
• WHERE do they do it?
• WHEN do they do it?
• TO WHOM or WHAT is the
behaviour directed?
Nicholas’ Problem
Define the problem:
• WHO
• WHEN
• WHAT
• WHERE
• TO WHOM or WHAT
Whose problem is this?
What can be done regarding behaviours & interests in the learning environment?
Ask some questions first
• Does a behaviour /routine need intervention ?
• Is the behaviour a good routine/bad routine?
• Is it only a problem because it is annoying to you/others?
• What purpose does the behaviour/interest serve for the individual child?
• If there is an attempt to reduce/remove a behaviour/interest what might happen?
• If the behaviour is primarily a need for routine/sameness, what can we do to help the student learn to manage change?
• If the topic of interest dominates the day how can we help the student engage in it less frequently?
• How can we use a students’ topic of interest to engage them in activities ?
• How can we use a topic of interest to extent knowledge & develop other interests?
Behaviour communicates. It serves as a functional message and
means of expression.
Problem behaviour always serves a function when we respond to the
behaviour, we are also responding to the message.
Function of Behaviour
The function of behaviour =
the why of behaviour
“…behaviour problems are not
abnormalities. Instead, these responses are
reasonable behavioural adaptations
necessitated by the abilities of our students
and the limitations of their environments”
Durand (1990)
Function of Behaviour
• Acquire/obtain• Escape/avoid• Increase/decrease
sensory input• Manage emotions
(anxiety, anger, frustration)
Teaching Alternative Behaviour• Better ways to
communicate
• Better ways of having needs met
• Better ways to cope with stress and emotions
• Better social/play skills
• If skill absent - teach it
• If skill present but not used - increase use
Motivation Assessment ScaleGeneral Information
• Looks at the function of problem behaviour,
and variables maintaining that behaviour
• Contains 16 questions with 6 point frequency rating scale
• Designed for use by adults in close contact with child (teachers, parents)
• Quick (5-10 minutes to complete)
• Identifies 4 motivational classes– sensory feedback
– escape/avoidance
– attention
– tangible
• Targets specific behaviour in specific setting
• Good reliability and validity
Scoring• Enter each circled number to corresponding
question number on page 2
• Add each column separately - 4 different total scores calculate mean for each column by dividing each total score by 4
• Assign rank order 1-4 (ie 1 is highest number) to each column
Motivation Assessment Scale
Motivation Assessment Scale Interpretation
• Identifies variables (1 or 2) maintaining behaviour
• If one category has significantly higher score - primary
motivator for behaviour
• If several high or the same:
– may be all important OR
– behavioural definition unclear
• Useful to look at other setting behaviour occurs in -
motivation may change
• May be different between and within individuals
Escape
Teach how to:
– Request “I need a
break”– Request help– Request time to work
alone– Communicate “I
don’t understand”
Attention
Teach how to:
– Request individual
attention– Request to join
activity/group– Request working
with another student
Tangible
Teach how to:
• Ask for a turn• Ask for alternative
equipment• Practice waiting• Use systems to denote
‘ownership’
Sensory
Teach how to fulfil sensory need. Eg.
• Something to hold
• Musical instrument / toy
• Visual stimulating toy
• Movement cushion
• Different lighting/
seating position
• Routines
The “C” of ABC A=Antecedents B=Behaviour C=Consequences
By changing the consequences of behaviour we can influence behaviour
The “C” of ABC Behaviour that is followed by a pleasant consequence is more likely to occur again
Positive reinforcement=Pleasant consequence
Principles of Reinforcement
1. Contingent
2. Immediate
3. Consistent
4. Specific
5. Valued
Types of Reinforcers1. Activity rewards
2. Material/tangible rewards
3. Token rewards
4. Social rewards
5. “Anyway” rewards
6. Intrinsic rewards
HomeworkCritically look at the environment & adapt
Choose a Child & Behaviour
Observe
Determine function of behaviour
Implement a structured reward/incentive system
Interests
Strategies for managing interests:
• Use as motivators
• Use to extend learning opportunities
• Limit access
• Offer incentives not to indulge in an interest (ie. because interest is dangerous &/or illegal)
64