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MATRIX OF EFFECTIVE BEHAVIOUR SUPPORT IN SCHOOLS

                                Positive/Negative Consequences                                            Ecological/Functional                             Social Emotional Development
                                          (EXTERNAL)                                                       (ENVIRONMENTAL)                                           (INTERNAL)
                     Code of Conduct                   Token Programs                      Behaviour Management in Schools – Policy and Procedures      Values / Virtues programs
                     School Rules                      Faction Points                      Students at Educational Risk – Processes and Procedures      Tribes
                     In Class Time Out                 Honour Certificates                 School structures, facilities, resources, equipment          Paths
WHOLE                Partner Room Time Out             Visits to Principal                 Organisation of DOTT times - Collaborative planning          Mind Matters
SCHOOL               In-School Suspensions             Gold Notes home                     Teacher to student ratios, class size, special classes       Aussie Optimism
                     Demerit Slips                     Assembly Raffles                    Timetable time Structure                                     Friendly School and Families
(UNIVERSAL)          Detentions                        Student of the Week                 Physical structures in playground                            Choose Respect
                     Suspensions                       Class of the week                   How play areas are divided                                   You Can Do It
                     Exclusions                                                            Duty rosters, number of teachers, visibility of teachers
                                                                                           Middle schooling, ECS, ESU, Split years




                                                                                                                                                                                                 http://mhws.agca.com.au/mmppi_search.php
                                                                                           Number and use of Education Assistants
                                                                                           Peer Support / Mediators


                     Class Rules                                                           Principles of Teaching & Learning                            Whole Class SED Programs
                     Agreements                                                            Routines – explicitly taught and practiced                   Alternatives to aggression
                     Whole Class Positive Programs                                         Curriculum relevance, appropriateness to students level      Friendly Kids, Friendly Classrooms




                                                                                                                                                                                                        Over 60 SED Programs
                     Charts, stickers, stamps, goodies                                     Instructional skills and strategies (Bennett, Smilanich)     Rock & water
                     Good notes home                                                       Low key responses, Bumps / use of choice, implied choice,    Stop, Think, Do
                     Raffle tickets                                                        forced choice, Role plays, circle time                       PATHS
                     Points systems                                                        Partial agreements, Use of Questioning, When/Then, Private   Aussie Optimism
                     Group positive reinforcement systems                                  Signals, Take-up time, rule reminders, Tone & Gesture,       Rainbows program
CLASS/                                                                                     Active listening, Reframing (Bill Rogers)                    Games Factory
GROUP                Hierarchy of negative consequences (Canter)                           Size and structure of classroom                              RAP
                     Thinking spot reflection sheets                                       Lesson structure, design, pace, organisation                 Forging Friendships
(SELECTED)           Time Out (in class)                                                   Lighting, seating, colour, furniture, room displays
                     Partner Room (exclusionary time-out)                                  Learning Centres, Early finisher activities,
                     Withdrawal class                                                      Teacher variables – winning over, warmth, assertiveness,
                     Office referral                                                       humour, relationships, experience, enthusiasm, personality
                     Writing lines                                                         Group work v. Didactic v. Cooperative v. Independent




                                       (MANAGE / CONTROL)                                         (UNDERSTAND / ACCOMMODATE)                                     (DEVELOP / IMPROVE)
                     Defining target behaviours                                            Behaviour as Communication                                   Counselling
                     Positive consequences                                                 Functional assessment and analysis                           Cognitive Behaviour Training eg CABCAA
                     Negative consequences                                                 Systematic observation to determine When, What, Who,         Talk sense to yourself
INDIVIDUAL           Standard Individual Behaviour Management Plans                        Where, Frequency, Duration, Intensity, Latency               Anxiety reduction program, eg Friends
(TREATMENT)          Response cost, shaping, pairing, extinction, fading, overcorrection   What Function does the behaviour serve for the student       Anger Management Sessions
                     Schedules of reinforcement                                            Phases Escalation Behaviour Profile and Strategies           Deficit Social Skills teaching (Goldstein)
                     Developing mechanisms for implementing +ives, charts, ticks etc.      Goals of Misbehaviour (Attention/Power/Escape/Revenge)       Setting up opportunities for social connection
                     Reinforcing value of reinforcer activities and rewards                Solution focused Paradigm - Get as interested in what is     Explicitly working on relationships
                     Explanatory Fictions versus Testable Explanations                     happening when the problem behaviour is not occurring        P2SED – use of individual continuum
                                                                                           Use of pre/post data – observational, school records         Social Stories
                                                                                           Ongoing data collection and analysis
                                                                                           Visual Timetables, IEP, chunking, timers



Canning SPER/Professional Development/Levels of Effective Intervention                              LAST UPDATED MAY 2007                                           Stuart McKenzie

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Matrix of effective behaviour support in schools

  • 1. MATRIX OF EFFECTIVE BEHAVIOUR SUPPORT IN SCHOOLS Positive/Negative Consequences Ecological/Functional Social Emotional Development (EXTERNAL) (ENVIRONMENTAL) (INTERNAL) Code of Conduct Token Programs Behaviour Management in Schools – Policy and Procedures Values / Virtues programs School Rules Faction Points Students at Educational Risk – Processes and Procedures Tribes In Class Time Out Honour Certificates School structures, facilities, resources, equipment Paths WHOLE Partner Room Time Out Visits to Principal Organisation of DOTT times - Collaborative planning Mind Matters SCHOOL In-School Suspensions Gold Notes home Teacher to student ratios, class size, special classes Aussie Optimism Demerit Slips Assembly Raffles Timetable time Structure Friendly School and Families (UNIVERSAL) Detentions Student of the Week Physical structures in playground Choose Respect Suspensions Class of the week How play areas are divided You Can Do It Exclusions Duty rosters, number of teachers, visibility of teachers Middle schooling, ECS, ESU, Split years http://mhws.agca.com.au/mmppi_search.php Number and use of Education Assistants Peer Support / Mediators Class Rules Principles of Teaching & Learning Whole Class SED Programs Agreements Routines – explicitly taught and practiced Alternatives to aggression Whole Class Positive Programs Curriculum relevance, appropriateness to students level Friendly Kids, Friendly Classrooms Over 60 SED Programs Charts, stickers, stamps, goodies Instructional skills and strategies (Bennett, Smilanich) Rock & water Good notes home Low key responses, Bumps / use of choice, implied choice, Stop, Think, Do Raffle tickets forced choice, Role plays, circle time PATHS Points systems Partial agreements, Use of Questioning, When/Then, Private Aussie Optimism Group positive reinforcement systems Signals, Take-up time, rule reminders, Tone & Gesture, Rainbows program CLASS/ Active listening, Reframing (Bill Rogers) Games Factory GROUP Hierarchy of negative consequences (Canter) Size and structure of classroom RAP Thinking spot reflection sheets Lesson structure, design, pace, organisation Forging Friendships (SELECTED) Time Out (in class) Lighting, seating, colour, furniture, room displays Partner Room (exclusionary time-out) Learning Centres, Early finisher activities, Withdrawal class Teacher variables – winning over, warmth, assertiveness, Office referral humour, relationships, experience, enthusiasm, personality Writing lines Group work v. Didactic v. Cooperative v. Independent (MANAGE / CONTROL) (UNDERSTAND / ACCOMMODATE) (DEVELOP / IMPROVE) Defining target behaviours Behaviour as Communication Counselling Positive consequences Functional assessment and analysis Cognitive Behaviour Training eg CABCAA Negative consequences Systematic observation to determine When, What, Who, Talk sense to yourself INDIVIDUAL Standard Individual Behaviour Management Plans Where, Frequency, Duration, Intensity, Latency Anxiety reduction program, eg Friends (TREATMENT) Response cost, shaping, pairing, extinction, fading, overcorrection What Function does the behaviour serve for the student Anger Management Sessions Schedules of reinforcement Phases Escalation Behaviour Profile and Strategies Deficit Social Skills teaching (Goldstein) Developing mechanisms for implementing +ives, charts, ticks etc. Goals of Misbehaviour (Attention/Power/Escape/Revenge) Setting up opportunities for social connection Reinforcing value of reinforcer activities and rewards Solution focused Paradigm - Get as interested in what is Explicitly working on relationships Explanatory Fictions versus Testable Explanations happening when the problem behaviour is not occurring P2SED – use of individual continuum Use of pre/post data – observational, school records Social Stories Ongoing data collection and analysis Visual Timetables, IEP, chunking, timers Canning SPER/Professional Development/Levels of Effective Intervention LAST UPDATED MAY 2007 Stuart McKenzie