Matrix of effective behaviour support in schools


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Matrix of effective behaviour support in schools

  1. 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 PathsWHOLE Partner Room Time Out Visits to Principal Organisation of DOTT times - Collaborative planning Mind MattersSCHOOL 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 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 programCLASS/ Active listening, Reframing (Bill Rogers) Games FactoryGROUP 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 yourselfINDIVIDUAL 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, timersCanning SPER/Professional Development/Levels of Effective Intervention LAST UPDATED MAY 2007 Stuart McKenzie