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Ensuring Social and Academic Inclusion of Students with Special
Learning Needs in Mainstream Classrooms
Dr. Terry CummingSchool of Education
University of New South Wales
The Challenge
Today's students are displaying more challenging behaviours than ever before; teachers report that it is a serious threat to effective teaching/learning
Educators often lack specialised skills to address severe problem behaviour
This has left them reliant on reactive and crisis management interventions to solve chronic behaviour problems
Traditional discipline methods simply do not change the behaviour among the most challenging students
Contributing Factors (Mayer, 1995)
Poverty and language barriers Home
Inconsistent discipline Punitive management Lack of monitoring
Lack of pro-social community engagement Antisocial network of peers
Contributing Factors
School punitive disciplinary approach lack of clarity about rules, expectations, and
consequences lack of staff support failure to consider and accommodate individual
differences academic failure
A Solution
The answer is not to create new solutions, but to enhance the school's organisational capacity to: Accurately adopt and efficiently sustain their use
of research-validated practices Provide a seamless continuum of behavioral
and academic support for all students Increase focus, teacher training, community
training, and funding for early intervention
PBS is NOT...
specific practice or curriculum…it’s a general approach to preventing problem behavior
limited to any particular group of students…it’s for all students
new…its based on long history of behavioral practices & effective instructional design & strategies
www.pbis.org
Responsiveness-to-Intervention & SWPBS
School-wide Systems
Develop a behaviour team Establish need, priorities, commitment Mission statement Working structures Regular meeting schedule System for communicating information to the
team as well as other school staff Opportunities for PBS professional development Develop ways to share information with others
and the community
School-wide Systems
Identify problems Analyze needs to create short and long term
goals Focus on academic and social behavior
practices Focus on systems needed to support practices
for students Set of 5 or fewer rules stated positively
List problem behaviours and replacement behaviours
Develop procedures for teaching expected behaviours
School-wide System
Develop procedures for encouraging expected behaviours
Revisit procedures for discouraging problem behaviours
Develop strategies to make data-based decisions
Repeat above procedures in respect to non-classroom settings
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individually Designed Interventions• Address individual needs of student• Assessment-based• High Intensity
Intensive, Individually Designed Interventions• Strategies to address needs of individual students with intensive needs• Function-based assessments• Intense, durable strategies
Targeted, Group Interventions• Small, needs-based groups for at risk students who do not respondto universal strategies• High efficiency• Rapid response
Targeted, Group Interventions• Small, needs-based groups for at- risk students who do not respond to universal strategies• High efficiency/ Rapid response• Function-based logic
Core Curriculum and Differentiated Instruction• All students• Preventive, proactive•School-wide or classroomsystems for ALL students
Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• School-wide or classroom systems for ALL students and staff
Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework
In the Classroom
Use of school-wide expectations and rules Behaviour Management
Teaching routines Positive student-adult interactions
Instructional Management Curriculum and instructional design (student-
centered learning) Differentiated instruction
Environmental Management Positive environment for ALL students
Behaviour Management
Rules Create classroom specific from school-wide Teach social skills directly at specific times Monitor and reinforce all day Reteach for new students as they enter
Establish predictable routines Teach and practice routines
Formal classroom management system Reinforcement systems Consistency is key
Behaviour Management
Effective Strategies Engage in active decision making Circulate throughout room, scan constantly Attend only to positive behaviour when possible Give students task choice Humor, not sarcasm Positive reinforcement for students who comply
with rules and routines Modeling Be a teacher, not a friend Deal with inappropriate behaviour immediately
and consistently
Instructional Strategies- Attention
Gain and maintain attention Use a simple and portable cue to prompt
students to listen Avoid starting instruction until all students are
listening Provide specific verbal praise to peers to
redirect attention Reinforce students who are attending
immediately Use proximity control
Instructional Strategies- Questions
High rates of opportunities for students to respond
Information before questions Reinforcement for correct responses
Instructional Strategies-Feedback
Precise: specific about what was done correctly/incorrectly
When giving corrective feedback, provide instruction
High rates of positives to negatives
Instructional Strategies: Errors
Error correction (skill deficit?) Signal an error has occurred (refer to rules,
"We respect others in this room and that means not using put downs")
Ask for an alternative appropriate response ("How can you show respect and still get your point across?")
Provide an opportunity to practice the skill and provide verbal feedback ("That's much better, thank you for showing respect towards others")
Environmental Strategies
What do I want my classroom to look like? How do I want children to treat me as a
person? How do I want children to treat one another? What kind of information or values do I want
to communicate to students about being an adult, an educator, a woman or a man in today's society?
How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?
For Individual Students
Functional Behaviour Assessment (FBA) Should focus on child’s behaviour in specific situations than on
underlying traits or dispositions Focus on individual rather than a norm group Interested in discovering situational influences on behaviour
rather than history Behaviours may change as the result of the context in which
they occur The purpose of assessment is to obtain information that will
assist in intervention Assessment is conducted in a variety of ways Behaviour change strategies are reliant on data collection
Functional Behaviour Assessment
When a student’s behaviour consistently interferes with his or her own learning, consistently interferes with the learning of others, or consistently interferes with your ability to conduct class, a behaviour intervention plan for that student should be developed.
In order to do this, conduct an assessment to make sure the behaviour is not due to curriculum mismatch. If the curriculum is not mismatched, you will want to do a functional assessment of the student’s behaviour.
Steps in Conducting a FBA
Identify the Target behaviour and the replacement behaviour
Problem Analysis Examine data, ABC analysis Identify the function of the behaviour
Design an appropriate Behaviour Intervention Plan based on the results of the FBA
Progress monitoring
Setting Events
What academic or nonacademic activities are most associated with the student’s problem behaviour?
What changes in routines set the stage for the problem behaviours?
What times of the day are problem behaviours occurring most frequently?
Does the problem behaviour occur more in particular classrooms, with particular teachers, or during particular assignments?
Where, when, and with whom are the behaviours most and least prevalent?
Are some of the setting events occurring at home or on the way to school?
ABC Analysis
Using anecdotal observations to determine the antecedent, behaviour, and consequence
Used to determine the function of a particular behaviour
Functions Attention Power/control Escape/avoidance Sensory stimulation Frustration: deficits in language, communication,
academics, social skills
Replacement Behaviour
What will be taught to replace the inappropriate behavior that meets the same identified function?
Replacing the behavior with an appropriate skill is an important step in extinguishing the problem behavior
Behaviour Plan Development
Once it has been decided what some possible reasons for misbehavior are, it is now time to put a working behavior plan in place.
Keep in mind that flexibility is important and some components of the initial plan may need to change over time.
Behaviour Plan-Elements
Behaviour of concern, stated specifically Replacement behaviour (should serve the
same function as behaviour you are trying to eliminate/decrease)
Specific social skills to be taught Description of behavioural and instructional
strategies to be used
Behaviour Plan-Elements
Description of environmental changes & preventative measures to be taken (i.e. strategic seating, limited “escape route”, furniture arrangement for maximizing safety of all students)
Progress monitoring, including but not limited to: Frequency counts Duration counts Documentation of student response ABC chart Anecdotal notes
Rules of Thumb
Target no more than 3 behaviors to change according to severity when first developing the plan.
Give the interventions a minimum of 2-3 weeks before changing and trying something else.
Expect that some behaviors may get more intense before they improve.
Be sure that any and all appropriate staff members have access to and understand the BIP.
Rules of Thumb
Keep consistent data to track and analyze progress (or lack thereof).
Be flexible. Change reinforcers periodically so as not to
satiate student with the same thing. Use a variety of reinforcers to include verbal,
tangible, activity-based and parent-involved (as much as possible).
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