Behavioral Management


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  • Now take a moment and look this slide over. Ian has been instructed to begin working on his writing lesson. The antecedent is the instruction that teacher gives to Ian (you may sometimes hear this being referred to as the cue or discriminative stimulus) which is “Ian, write the ABC’s”. Ian’s behavior consisted of crumpling and tossing the paper. The consequence to Ian’s behavior was the teacher telling Ian to “Take 10-minutes in time out”. What the teacher was unaware of was the setting event of sleep deprivation that Ian experienced the night before. Having this information about the setting event explains more about why Ian crumpled and tossed the paper. Begin thinking about what the function of the behavior could be, we’ll come back to it in a minute.
  • Behavioral Management

    1. 1. BehaviouralManagement SessionBellatrix Ang,MDSpecial Needs Educator
    2. 2. SESSION AIM• Understand “Behavioural Assumptions”• What is Functional Behavior Assessment (FBA) and how to use the components to develop a behavioral plan to support plan for the child.• Identify & understand the factors that can set the events/ antecedents of a challenging behavior• Tips on Behavioral Management and plan 2
    3. 3. When will you say behaviour is inappropriate/ negative?• If a childs behaviour keeps interrupting his or her own learning, or the learning of other children.• Leads to injuries in self and others or a destruction to properties/environment.What could be a solution for these?? Behavioural Management/ Behavioural Plan 3
    4. 4. Behavioural Plan• Is a tool used by the teachers to help the child learn better ways of behaving.• Also used for behaviours that the child is already doing, or tends to do.• Examples: reinforcements and discipline 4
    5. 5. BEHAVIOR ASSUMPTIONS• Behavior serves a function. * get something (attention, sensory stimulation, status, rewards, power), or escape or avoid something (pain, boredom, anxiety, fear, someone not liked).• The function is valid for the individual• Behavior is learned and can be UNLEARNED• Problem behavior should first and foremost be viewed as a form of communication. * FBA allows you to look beyond the behavior to uncover the communicative message. 5
    6. 6. Cont. BEHAVIOR ASSUMPTIONS• Problem behavior results from a lack of basic social skills• Problem behavior may be a source of internal pleasure for the individual• Problem behavior can be something a student does when he or she does not know what else to do 6
    7. 7. Functional behavioural assessment • For many children with behaviour problems using the common strategy of consequences for misbehaviours does not seem to work… WHAT TO DO??• Try to understand the childs behaviours.• Look at each problem behaviour to figure out WHO WHEN, WHERE, WHY it is occurring 7
    8. 8. Steps of FBA• Description of the inappropriate behavior• Identification of potentially relevant personal or environmental factors• Prediction of times and situations• Identification of functions• Description of positive alternatives• Writing a support plan 8
    9. 9. CASE STUDY: Ian’s Writing Lesson Crumpled & 1. Know inappropriate Behaviour NT2. Identification of E EVpotentially relevant or target behaviourpersonal or G tossed paperenvironmental T IN 3. Prediction of times & situationsfactors SET ** ABA, frequency & duration Behavior 4. Identification of functions ni oor ee s sl ht’ SEAT P p g “Take 10- minutes in AN ce “Ian, en time out.” TE write qu CE Incomplete task = time-out e the DE ns N Co ABC’s”. T 5. Description of positive alternatives Teachers instructions ** Reinforcing vs. Punishing 6. Writing a support plan Goal: Practice writing letters
    10. 10. Support Behavioural Plans 10
    11. 11. Setting Classroom Rules• Making rules together @ beginning of the year• Emphasize the concept of “Its your classroom”• Encourage what “they should do” rather than should not do• Go over rules periodically and let the child participate in reminding the rules to fellow classmates and be consistent with it 11
    12. 12. Positive Reinforcements• You deserve a hand• Surprise calendar• Monkey business• Token System and reward system• Paper punch motivation• Positive notes• Hugs, smiles and praise 12
    13. 13. Positive Discipline• Silent Walker• Writing list rules that are always broken.• Time out- 13
    14. 14. Modeling & Shaping• Through Modelling, observation, and then imitation, children develop new behaviours• SHAPING * Waiting for the appropriate target behaviour or something close to that behaviour to occur before reinforcing the behaviour * used to establish behaviours that are not routinely exhibited. 14
    15. 15. Resolving peer conflicts• Deal with conflicts with peers through.. * Let child understand that conflicts will arise & it is a natural part of life (share story) 15
    16. 16. Anger management• Teaching children to understand feelings * Paper plate faces, greeting how are you today * Help student understand that feelings are not right or wrong and they can express their feelings without hurting others or losing control. 16
    17. 17. Create a positive Behaviour Modification Plan• Step1: have an agreement * a picture chart is good for young children * Reward system-• Step2: identify 5 behaviours you like to improve• Step3: Agree with the child on how you will reward the behaviour. 17
    18. 18. Cont. Create a positive Behaviour…..• Step4: Design simple & straight forward behaviour plan• Step5: Give reward immediately after verbally recognizing a good behaviour• Step6: Be consistent everyday• Step7: Reward & praise the child’s progress throughout the day.• Reminder: Don’t take away token or star for bad behaviour 18
    19. 19. Tips on Behavioural Management & Plan• Remember! Children behave badly because they get attention * In all ages negative attention is always better than NOT getting attention at all• Try to avoid rewarding bad behaviours (put the child down & walk away from him/her after repeatedly asking her to stop) 19
    20. 20. Thank you so much 20
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