This document provides information on behavioral management strategies for children with challenging behaviors. It discusses functional behavior assessments and using their components to develop behavioral plans. Some key points covered include identifying the antecedents and functions of problematic behaviors, using positive reinforcement and modeling to teach new behaviors, setting clear classroom rules, and creating individualized behavior modification plans with rewards for improving targeted behaviors. The overall aim is to understand why behaviors occur and develop supports to help children learn more appropriate ways of interacting.

1. Behavioural
Management
Session
Bellatrix Ang,
MD
Special Needs Educator

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
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3. When will you say behaviour is
inappropriate/ negative?
• If a child's 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
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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
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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.
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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
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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 child's behaviours.
• Look at each problem behaviour to figure out
WHO
WHEN,
WHERE,
WHY it is occurring
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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
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9. CASE STUDY: Ian’s Writing Lesson
Crumpled & 1. Know inappropriate Behaviour
NT
2. Identification of
E
EV
potentially relevant or target behaviour
personal or G tossed paper
environmental T IN 3. Prediction of times & situations
factors 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. Support Behavioural Plans
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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
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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
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13. Positive Discipline
• Silent Walker
• Writing list rules that are always broken.
• Time out-
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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.
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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)
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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.
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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.
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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
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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)
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20. Thank you so much
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