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)

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