Behaviour Training- Session 2

The Behaviour Team

Carson Street School

Students do things that make them feel better and stop doing things that make them
feel worse.

Behaviour aims to:

-Obtain
-Escape
-Communicate

Externalised Internalised
Aggression Withdrawn
Self-Injurious Fearful
Destructive Reluctant to participate
Repetitive self-stimulatory Appear sad
Disorganised Non-responsive
Disruptive Display socially isolating behaviours

Remember
-Disabilities/learning difficulties and behaviours often go in hand
- If needs are not recognised they may resort to challenging behaviour
-No one person has all the answers (team effort!)
- Teaching/learning of emotional management/behaviour skills requires continuous
refinement and adaptation

The Transformation Cycle

Assess  Manage  Prevent

For most students:

-Regular classroom rules
-Good pedagogy
-Standard classroom management practices
5% require Functional Behaviour Assessments

School Wide PBS (Three Tiers)

80% EFFECTIVE CLASSROOM INSTRUCTION
15% SUPPLEMENTARY INSTRUCTION Specialised group systems for students at
risk
5% INSTRUCTION FOR INTENSIVE INTERVENTION Specialised individualised
systems for students with high risk behaviour

Functional Behaviour Assessment

Variety of techniques/strategies to diagnose causes and identify interventions to
address problem behaviour by eliminating problem behaviour
Identify social, biological, affective, environmental factors that initiate, sustain and
end a behaviour

Data  diagnostic information necessary to develop proactive instructional

strategies

Describe the Problem (observe in a variety of contexts)

Prioritise behaviours to be targeted (pick 1!)
Collect information to determine function
 ABC
 Frequency, Duration, Intensity
 Direct Observations
 Checklists
 Rating Scales
 Parent Interviews/Psych/Therapists
 List current strategies implementation

Forming a Hypothesis
“When [x] occurs, sometimes together with [x] he or she does [x] to achieve [x]”
Develop Risk Management Plan (RMP) to give clear instruction for those who are
implementing the plan. Only required for students with extreme behaviours- may
require more than 1 RMP per student depending on behaviours- one for hurting
others, one for running out of school grounds etc.

Evaluating the Effectiveness of the Plan

Data and Observations used to identify if behaviour has been discontinued or
eliminated.
If intervention was not successful, the team re-evaluates the interventions as well as
behaviour and modifies the intervention
Plan is an extension of his/her escalation profile (refer to Behaviour Zen resources)