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
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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