25/11/2019 - national council for special education · special educational needs signposts autistic...
TRANSCRIPT
25/11/2019
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Pathways to Prevention
Session 1
Characteristics of SEN – Looking
Through The Lens
Preventing Challenging Behaviour
S.E.N. + Characterist
ics that effect
behaviourManaging Anxiety/
Promoting Well being
Environmental Assessment
DATA;
Define, Collect, Analyse
Teaching Replacement Behaviours
Strategies and Interventions
Positive Reinforcement And Levels of Least Intrusion
Planning for Health and
Safety
Putting it all Together
Overview
Session 1
• Characteristics…Co-occurring Conditions…Student behaviour…Building Positive Relationships
Session 2
• Managing Anxiety….Promoting Well being
Session 3
• Looking at the Environment
Outline of Day 1
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Special Educational Needs
Signposts
Autistic Spectrum Disorders
Assessed Syndromes
Dyspraxia
Emotional and/or Behaviour Disturbance
Exceptionally Able
General Learning Difficulties
Specific Speech and Language Disorders
Physical Disabilities
Sensory Impairments
Specific Learning Disabilities
Signposts Some Characteristics
Autistic Spectrum Disorders
Assessed Syndromes
Dyspraxia
Emotional and/or Behaviour
Disturbance
Exceptionally Able
General Learning Difficulties
Specific Speech and
Language Disorders
Physical Disabilities
Sensory Impairments
Specific Learning Disabilities
Activity
Co-occurring Conditions and Disabilities Co-occurring disabilities
- Intellectual
- ADHD
Co-occurring conditions• Sensory reactions (great distress at noises, hair cutting,
great interest…)
• Toileting problems
• Aggression to other people
• Very reluctant to separate from one parent
• Anxiety, fears and phobias Selective about eating
• Temper tantrums
• Hyper periods
• Injury to self
• Sleep
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Building Positive Relationships
Get to know your student as an individual (hobbies, clubs etc.)
Access their voice, post box, survey, consult them etc.
Listen to them; Make them feel good about themselves
Greet them/Notice them
Keep a happy news log/I can cans
Things I was good at today
Show Students you trust them (responsibilities)
Share something about yourself
Allow students to make choices
Make them feel good about themselves
Encourage friendships/helping each other (buddy system)
Check in/check out (designated person)
PACE (D Hughes and M Bomber)
Connect before you correct (see more than the behaviour)
Building Positive Relationships
Pathways to Prevention
Session 2
Managing Anxiety
Planning for Well-Being
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Setting eventTriggering Antecedent
Challenging Behaviour Maintaining
Consequences
Pathways Matrix – sample
Desired AlternativeTypical
Consequences
FERB
www.pent.ca.gov
Presenting issues
25.30%
17.70%
14.51%
12.05%
10.98%
10.34%
6.44%2.69%
Feelings
Thinking
Family, Peers,Relationships
Physical
Behaviour
Interaction
School/Work
Community/Setting
Language and Communication
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Communication and Language
Is it the challenge to communicate?
Is it a lack of vocabulary?
• Mental health difficulties in students with SEN may go unrecognised and untreated for a long time
• ‘Mental health is one of the most significant barriers to learning’
• Mental health difficulties may be ‘masked’ by the presence of a specific SEN
Reach 24.2.11. page 69 ..(Coughlan 2010)
Context
Consider the physiological effects of anxiety
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Slowing it down
Social situations
Communication
Change in routines
Sensory issues
Rigidity
The Individual may have difficulty recognising signs
of anxiety
Identify the Stressors/Triggers
Strategies and interventions
• Teacher led
• Specific interventions
• Management
programmes
• Teaching of skills
• Teach self-monitoring
• Student led
• Self talk
• Relaxation (cue
controlled)
• Mood diary
• Independent
behaviour
• Self-management
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Teach Identification of Physiological
indicators
Teach Recognition and Vocabulary
of Feelings
Targeted interventions
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Toolbox - fix the feeling
• Physical exercise
• Sports
• Creative destruction
• Bite an apple
• Squeeze an orange
• Tearing old cloths
Relaxation tools
• Music
• Sleep
• Repetitive action
• Art
• Stress ball
• Favourite interest/activity
• Personal interests-timed
Self Managing Anxiety Strategy
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Self Management: Anxiety
Energy Accounting
Self knowledge and social skills teaching
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Survey General Protective Factors
• Happiness
• Confidence
• Coping with the anxiety and low moods
• Resilience
• Mastery
• Autonomy
• Involvement
• Connectedness
• Good relationships with others
Resilience
The capacity to cope with change and
challenge, and to bounce back during
difficult times.
Resilience
‘One Good Adult ’
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Skills Addressed By Apps
• Language and Communication Skill
• Social Skills
• Stress Reduction
Think Pair Share
What strategies work for you?
Pathways to Prevention
Session 3
Environmental Assessment
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Setting event
Triggering Antecedent
Challenging Behaviour Maintaining
Consequences
Pathways Overview
Desired AlternativeTypical
Consequences
FERB
www.pent.ca.gov
Environmental Considerations
Physical Setting
Sensory Audit
Activities
Scheduling/Transitioning Factors
Degree of independence/participation
Social Interaction/Degree of choice
Identified strengths/celebrate successes
Ensuring understanding of system/routines etc.
Physical Setting
• Consider the classroom environment.
• TEACCH-structure
• Visual Prompts
• Noise
• Crowd
• Temperature
• Light
• Place to chill out
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Sensory Audit
www.autismeducation.org.uk
Visual
Noise and sounds
Smell
Touch and Feel
General Sensory Issues
Activities
• Do activities and curriculum match the
student’s needs?
• Age appropriate
• Accessible
Scheduling Factors
• How is time passing represented?
• How are activities sequenced?
• Does the student feel secure about what
is happening next?
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Degree of Independence
Degree of Participation
• Reinforcement intervals - are they
appropriate to foster independence?
• Group sizes
• Opportunities for play and social
interaction
Social Interaction / Degree of Choice
• Do the student’s social communication needs
match instruction opportunities?
• Is there sufficient amount of choice making and
negotiation present in the environment?
Identify Strengths
• Visual Learner
• Communication type
• Socially engaging
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Suggested Changes to the EnvironmentEnvironmental
Factors Observed
Alter
Yes/No
Factor to be
Added or
Removed
Why
Physical
Setting/sensory audit
Barriers and Problem
Behaviours/ Skills
Deficits
Social Setting
Activities
Curriculum match
learner needs?
Scheduling factors
Transition issues
Degree of
Independence
List strengths
Students strengths
First:
• Maintain the SEN perspective
• Start by building Positive Relationships
Then
• Address the Anxiety part and promoting
well being
Next
• Change the Environment
Recap Day 1
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Pathways to Prevention
Session 4 DATA
Collecting + Analysing
ABC/F.A
Preventing Challenging Behaviour
S.E.N. + Characteristics
that effect behaviour
Managing Anxiety/
Promoting Well being
Environmental Assessment
DATA;
Define, Collect, Analyse
Teaching Replacement Behaviours
Strategies and Interventions
Positive Reinforcement And Levels of Least Intrusion
Planning for Health and
Safety
Putting it all Together
Overview
Session 4
• Data….Defining Behaviours, Collecting/ Analysing Data, ABC’s, Functional Analysis
Session 5
• Teaching Replacement Behaviours based on function (FERBS)
Session 6
• Selecting and Implementing Strategies + Interventions based on analysis of data
Outline of Day 2
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Setting EventsTriggering
AntecedentsChallenging Behaviour
Maintaining Consequences
Pathways Overview
Desired Alternative
Typical Consequences
Functional Replacement
Behaviour
www.pent.ca.gov
Data: Defining Behaviour
Stranger Test
Describe what the behaviour looks like.
Can you count it
Subjective opinions are not helpful.
Data Counting Behaviour
• Number of times
- Event Recording
• How Long it lasts
- Duration Recording
• Scatter plot
- if you are not sure
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Data Collecting
Data Collecting
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Data: Graphing Behaviour
R’ engages in frequent challenging behaviour.
R’s teacher defined the behaviour as challenging behaviour; which includes any instance of the following ( leaving seat, attempting to hit a peer, swearing and refusing to following teacher direction)
R’s teacher used her class timetable as a counting tool and recorded the instances of behaviour each day for 3 days.
Day 1= 22, Day 2=25 Day 3= 23.
Let’s put these numbers on the graph.
ABC-s How is behaviour effected?
What happens before
ANTECEDENT
What happens after
CONSEQUENCE
• red/green light
• ”no”
• lights flicker in theatre
• “lets do work”
• visual prompt/timetable
• praise
• attention/reprimand
• sweet
• token for money off
• money
• shout
• avoid
• sensory stimulation
Three/Four Term Contingency
o A-B-C
o SE-A-B-C
o SE = Setting Event
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Consequence/Functions
• Attention
• Sensory
• Avoidance / Escape
• I get the “thing”/Object
Intervention
We have collected 3 Days of baseline data.
R’s teacher conducted an F.A and did some ABC recording, she identified two functions for R’s behaviour.
Sometimes he behaved this way to get attention.
Sometimes he behaved this way to escape from doing work he found hard to do.
She implemented a FERB for I need help and a FERB for recruiting her attention positively.
Intervention Data
Day 1 = 5
Day 2=8
Day 3=7
Day 4=4
Let’s see if there is a visible difference.
R’s teacher also identified that R was also
seeking attention from his peers, she
developed a Social Skills programme with
his resource teacher. She will keep taking
data to see if this has an effect.
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Activity; ABC-Analysis
Mary + Alex
What is the Setting Event?
What are the antecedents?
What are the consequence?
What is maintaining this behaviour?
Involves further information-gathering activities
promotes a team problem-solving approach.
results in the development of a comprehensive student learning and behaviour profile
Accuracy and completeness are key
Conducting a Functional Assessment
Functional Assessment Process
Focusses on:
• The Individual
• The Behaviour of Concern
• Data Collected
Involves:
Review of records
• Interviews
• Questionnaires
• Rating scales
Direct observations– Narrative /
Structured recordings
– Counting
Analyse Results and plan.
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Pathways to Prevention
Session 5
Identifying and Teaching Functionally
Equivalent Replacement Behaviours
• Visual representation of complex
individual patterns of behaviour
Pathways Matrix
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Challenging Behaviour
Pathways Matrix – Challenging
Behaviour
Talking, interrupting, making demands, threatening
Moving, flapping, covering ears, grabbing/hitting others
Throwing objects, pushing items away, going under desk, refusing to engage with work tasks
Manifesting challenging behaviour to obtain an item i.e iPad, a ball, foods, toys, sensory items
Pathways Matrix - Challenging
Behaviour
Challenging Behaviour
Shouting, pushing books away, objecting to doing a
written work activity
Pathways Matrix - Challenging Behaviour
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Pathways Matrix – Triggering
Antecedents
Challenging Behaviour
Triggering Antecedent(s)
Triggering Antecedent
Pupil is asked to sit down quietly and do
a work activity
Challenging Behaviour
Shouting, pushing books away,
objecting to doing a written work activity
Pathways Matrix – Triggering
Antecedents
Pathways Matrix – Triggering
Antecedents
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What the pupils GETS, that s/he is seeking.
This is what occurs following the challenging
behaviour, i.e. removal from a line, removal
from the class (avoidance), removal from an
activity, giving verbal feedback, giving general
attention (attention), giving some form of
sensory feedback / intervention (sensory) or
giving a tangible (tangible!)…
What are Maintaining Consequences?
Pathways Matrix – Maintaining
Consequences
Challenging Behaviour
Triggering Antecedent(s)
Maintaining Consequences
Triggering Antecedent
Pupil is asked to sit down quietly and do a work activity
Challenging Behaviour
Shouting, pushing books away,
objecting to doing a written work
activity
Maintaining Consequences
Avoiding the work task?
Attention?
Pathways Matrix – Maintaining
Consequences
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Setting EventsTriggering
AntecedentsChallenging Behaviour
Maintaining Consequences
Pathways Matrix – Setting Event/s
Setting event
Pupil has come to school very tired
and has had argument with
sibling about food this morning
Triggering Antecedent
Pupil is asked to sit down quietly and do a work
activity
Challenging Behaviour
Shouting, pushing books away,
objecting to doing a written work
activity
Maintaining Consequences
Avoiding the work task?
Attention?
Pathways Matrix – Setting Event/s
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• Functional Equivalent Replacement
Behaviour/s
Pathways Matrix – F.E.R.B.s
This is a functional way of accessing the
same result/consequence they are accessing
when they use challenging behaviour.
We teach a more appropriate alternative
behaviour (using a visual to request) which
matches the function of the challenging
behaviour (avoidance) whilst accessing the
same consequence (I need a break)
What are F.E.R.B.s?
F.E.R.B.s must be taught!
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F.E.R.B.s must be taught!
The link between maintaining consequences
and the selection of appropriate and
functional FERBs…
Top tip!
Maintaining
Consequence
F.E.R.B./sFUNCTION
of the behaviour
Make the link!
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Visuals are good!
F.E.R.B.s must be taught!
Who will participate in the implementation of the FERB?...
When will it be facilitated?
How will it be accessed?
Is there a specific duration…?
How many times can the pupil access this FERB?
F.E.R.B.s must be taught!
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Jobs / tasks
Extra responsibility giving support to younger peers
Self monitoring (with feedback)
Check in systems (with feedback)
Sensory PE / walks / movement breaks
Some ideas…
Post Primary
Make the link!
Setting EventsTriggering
AntecedentsChallenging Behaviour
Maintaining Consequences
Pathways Matrix – Desired
Alternative
Desired Alternative
Functional Replacement
Behaviour
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What is a Desired Alternative?
Setting EventsTriggering
AntecedentsChallenging Behaviour
Maintaining Consequences
Pathways Matrix – Typical
Consequences
Desired Alternative
Typical Consequences
Functional Replacement
Behaviour
What are Typical Consequences?
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Setting event
Pupil has come to school very tired and has had argument with sibling about food this morning
Triggering Antecedent
Pupil is asked to sit down quietly and do
a work activity
Challenging Behaviour
Shouting, pushing books away,
objecting to doing a written work activity
Maintaining Consequences
Avoiding the work task?
Attention?
Pathways Matrix – sample
Working quietly at table top and not disturbing anyone
Pupil is accessing the curriculum, pupil is learning
FERB
Pupil may be given a
structured opt out
card for 5 minutes
Setting Events Triggering Antecedents
Challenging Behaviour
Maintaining Consequences
Pathways Matrix
Desired Alternative
Typical Consequences
Functional Replacement
Behaviour
Case Study
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Pathways Session 6
Strategies & Interventions
Strategies
Antecedent based strategies
• Antecedent strategies precede the challenging/problem behaviour
• Antecedent strategies consist of a collection of practices in which environmental /personal /sensory modifications are used to change the conditions in the setting so as to avoid the occurrence of a challenging/problem behaviour
• Antecedent strategies can be related to the time of the day, the learning environment, the people who are present, or the activities that are occurring within the setting
Consequent based strategies
• Consequence based strategies
are presented and explained to
pupils and they are used to
increase reinforcement for
desirable behaviour
• Consequence based strategies
redirect the pupil towards
alternative responses and desired
behaviour
• Consequence based strategies
involve the concept of delayed
gratification
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Strategies
Antecedent strategies?
Consequent strategies?
ANTECEDENT INTERVENTIONS
ACTIVE LISTENING / VALIDATING EMOTION
Active listening is a specific strategy designed to
allow the pupil to have their point of view
expressed and listened to in a non-confrontational
manner.
http://www.sess.ie/sites/default/files/Resources/Be
haviour_Resource_Bank/Advice%20Sheet%201%
20Active%20Listening.pdf
Lots of Access to Positive Attention
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Antecedent Interventions
This is a simple approach, which involves making basic changes around:
the length of a task
the content of a task
verbal cues / instructional prompts
working individually or in groups or pairs
level of support from teacher / SNA
opportunity to access differentiated work (CAT GLD)
• http://cat.sess.ie/tool
CURRICULUM MODIFICATION /
DIFFERENTIATION / TEAM TEACHING
Antecedent Interventions
ENABLING PREDICTABILITY THROUGH
THE USE OF CUES
Enabling predictability through the use of cues helps pupils
to feel that they are in a predictable environment and enable
them to cope with what may be coming next.
This strategy also helps pupils to cope with minor transitions
during the day in their own classroom.
These should ideally be fairly consistent and predictable.
Environmental Organisation
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Antecedent Interventions
INCREASED CHOICE
This can reduce the pupils experience of being overwhelmed by a difficult task, support them in regulating themselves, give them a sense that they can have an impact on their environment and help them to feel supported by staff.
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2011%20Choice%20for%20Pupils.pdf
Increased Choice
Regular Movement Breaks
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REDIRECTION
Redirection involves shifting the focus of a
pupils attention from a negative interaction
to a more positive interaction.
Antecedent Interventions
Antecedent Interventions
STIMULUS CHANGE
Stimulus change involves interrupting the
sequence of behaviour/s. Stimulus change
involves changing the environment.
ANTECEDENT INTERVENTIONS
TEACHING THE USE OF TIMERS TO
MEASURE TIME
This is an effective antecedent intervention, which
can be effective when working with pupils who
have some difficulty with waiting, working
independently or turn-taking. Pupils may feel less
agitated if this strategy is used consistently and
predictably
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Antecedent Interventions
ANXIETY MANAGEMENT PROGRAM
I.E. - SQUARE BREATHING
The purpose of this type of exercise is to slow the respiratory system, slow the heartbeat / heart rate, reduce or prevent verbal output, remove symptoms of fright/flight response, calm the mind and bring the body & mind back to a state of homeostasis
BREATHE IN
HOLD
BREATHE OUT
HOLD
Self Managing Anxiety Strategy
Self Managing/Regulating Anxiety
Strategy
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Consequent Interventions
BEHAVIOUR CONTRACT
An agreement between pupil and staff, which supports the pupil in their individual needs
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%205%20Behaviour%20Contracts.pdf
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice_Sheet_12_Class_Behaviour_Agreement.pdf
OUR CLASSROOM AGREEMENT
OUR CLASS SAFETY RULE
In our class, we all have a right to
feel safe.
We all have a responsibility to ensure
that everyone else also feels safe.
OUR CLASS LEARNING RULE
In our class, we all have a right to learn.
We all have a responsibility to allow
others to learn.
OUR CLASS COMMUNICATION RULE
In our class, we all have a right to
communicate.
We all have a responsibility to allow
others to communicate also.
OUR CLASS RESPECT RULE
In our class we have a right to be
treated with respect.
We all have a responsibility to treat
others with respect.
Consequent Interventions
POSITIVE REINFORCEMENT
Positive reinforcement happens when we try to increase desired behaviour. The consequence of acknowledging desirable behavior result in bringing the pupils awareness to this desirable behavior, the effect that this behavior has on the pupil and may increase the frequency of this desirable behavior.
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Consequent Interventions
TOKEN ECONOMY
Using a token economy as a consequent based strategy requires the practitioner to distribute tokens towards earning a specific reward for performing desired behavior.
These rewards can be anything from stars, tickets, ticks or minutes of time denoted on a board. Tokens / visual representation of some sort should be used to earn the reward.
Consequent Interventions
Token Economy
Consequent Interventions
Token Economy
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Consequent Interventions
COUNTOON
A visual tool for self monitoring
.
Consequent Interventions
EFFECTIVE OUTCOME – STAFF ONLY
Class Meetings (Advice Sheet 13)
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2013%20Class%20Meetings.pdf
Collegial Support (Advice Sheet 14)
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2014%20Collegial%20Support.pdf
Calmness in a crisis (Advice Sheet 15)
http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2015%20Communicating%20Calmness%20in%20a%20Crisis.pdf
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STRATEGIES WORKSHOP
Let’s try it!
Pathways to Prevention
Session 7
Applying positive reinforcement
and Levels of Least Intrusive
Interventions
Preventing Challenging Behaviour
S.E.N. + Characteristics that effect behaviour Managing
Anxiety/
Promoting Well being
Environmental Assessment
DATA;
Define, Collect, Analyse
Teaching Replacement Behaviours
Strategies and Interventions
Positive Reinforcem
ent And Levels of
Least Intrusion
Planning for Health and
Safety
Putting it all Together
Overview
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Session 7
• Positive Reinforcement and Decisions based on Levels of Least Intrusion.
Session 8• Planning for Health and Safety.
Session 9• Putting it altogether
Outline of Day 3
Setting EventsTriggering
AntecedentsChallenging Behaviour
Maintaining Consequences
Pathways Overview
Desired Alternative
Typical Consequences
Functional Replacement Behaviour
www.pent.ca.gov
Why teach a FERB
The aim of teaching a FERB is that the student will use a new appropriate functionally equivalent behaviour to access the current maintaining consequence.
• Attention
• Escape/Avoid/Relief
• Sensory Feedback
• The Thing
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Positive Reinforcement
However, it is very likely that the student will require extra reinforcement for engaging in the new /FERB behaviour.
That means applying regular positive consequences for using the new behaviour.
This is called positive reinforcement
What is Positive Reinforcement
The process of increasing the future rate of behaviour, also called applying a positive consequence.
A positive reinforcer is something that is presented immediately after the behaviour (the consequence), that increases the future rate or probability that the behaviour will occur again in the future. (p. 213 Alberto and Troutman)
We can only call it positive reinforcement if there is an effect on the behaviour.
The Schedule of Reinforcement
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How to Apply Positive Reinforcement
You could start with a FIRST/THEN system
And move on to a Token Economy.
A Token Economy is a great way to fade
The schedule of reinforcement.
You could use a behaviour contract. –If appropriate
Token Economy
Token Economy
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Important Considerations
We all like different things. It is only a reinforcer if it has an effect on the behaviour.
Is it clear what is expected of me. Was it taught. Is it visually represented.
Make sure I succeed first time round and lots of times thereafter.
Behaviour Contracts
Appropriate for older children.
The same rules apply
As for token economy/
Reinforcement systems.
Decisions based on Levels of Least Intrusion
Level 4
Level 3-Removal of desirable things or events. Removal of
access to nice things.
Level 2
Extinction .
Level 1- Use of Targeted Reinforcement strategies
Extinction with DR’s
Antecedent/Environmental/Teach New Behaviours/Skills/Non-Contingent Reinforcement.
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Aversive Consequences
Response Cost/Time-Out
Planned Ignoring.
DRA/I/L/O, Token economies, reinforcement of new skills behaviours
Rich reinforcing and positive teaching environment/ Structured activities, high visual support, degree of
choice available, regular breaks and sensory activities, activities match needs and are of high
interest, calm/low arousal settings
Pathways Session 8
Managing Challenging Incidents
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Anxiety and communication
The teaching & learning environment
The pupils individual toolkit
Big Toe First
Phases of an incident
Coming up with a plan
Crisis vs Behaviour Support Plan
Wellbeing
Self management
Individual needs
What supports are there?
Session 8 - Outline
There is increased prevalence of issues such as
anxiety and depression among students with
SEN
Worry often gives small things
a big shadow
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Environmental assessment
Our patterns
The early steps/ interventions
Creating a predictable and consistent
environment
The Learning Environment
Culture of learning?
Classroom climate?
Choice of learning?
Co-operative learning?
Work at an appropriate level?
Varied teaching approaches?
Different learning environments?
Focus on social and personal development?
What skills does the pupil have?
Some thoughts…
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Phases of an Incident
1
2
3
4
5
6
7
Calm
Trigger
Agitation
Acceleration
/ Escalation
Peak
De-escalation
Recovery
MANAGEMENT
POSSIBLE
AT ALL PHASES
Big Toe First (Gordon)
Step 1: Acknowledge appropriate behaviour (of
other pupil)
Step 2: Increase physical proximity
Step 3: A brief private question
Step 4: A brief private direction with wait time
Step 5: Acknowledge and re-direct (don’t argue)
Step 6: Rule reminder
Step 7: Offer a choice
Step 8: Cool off time for the pupil
Step 9: Exit plan (next slide)
Behaviour management plan
Vs
Health & Safety Plan
Crisis quiz!
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1. Calm
2. Trigger
3. Agitation
4. Acceleration / escalation Proactive or Reactive!
5. Peak
6. De-escalation
7. Recovery
Phases of an Incident
Phases of an Incident
1
2
3
4
5
6
7
Calm
Trigger
Agitation
Acceleration
/ Escalation
Peak
De-escalation
Recovery
MANAGEMENT
POSSIBLE
AT ALL PHASES
Reflection:
Eye contact
Physical orientation
Verbal contact
Proximity
Duty of care
Logistics
Factors to consider…
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Managing a Serious Incident Appear calm - be aware of your own feelings and actions
Avoid contributing to the incident with behaviour/words
Work for an effective outcome rather than winner/loser
Acknowledge other person’s feeling/emotion
Think safety – of all people in the room
May need to seek outside help – calmly and planned
Think on your feet – be prepared to change
Maintain control of your own communication style and
body language
Have a plan for helping you to think and act
Expect a positive outcome but not all incidents end
successfully (Hewett, 1998)
The Plan
1. Has it happened before?
2. Preventative/Management Plan
3. Exit Plan
4. Communication
Following an incident…
Common practice… wellbeing
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Self-care and self-management
Individual Needs
BASIC NEEDS
PSYCHOLOGICAL NEEDS
FULFILLMENT
NEEDS
Individual Needs
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And of course… tomorrow’s a new day…
Balanced Life
Personal
Family
Social
Exercise
Finances
Romance
Healthy eating
Work
Arts
Individual Needs
Inspire Counselling Services – I.N.T.O.• www.inspirewellbeing.org 1800 817433
Free Wellness Workshops Nationwide:• http://www.suicideorsurvive.ie/services/wellness-workshop/
• http://www.suicideorsurvive.ie/services/wellness-workshops-online/
Mindfulness for Teachers
• http://www.brightsparkscoaching.ie/mindfulness-in-education/
What’s out there?...
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Pathways to Prevention
Session 9
Putting it all together
Looking Back – Day 1
The specific individual characteristics of the SEN
Anxiety management
Environmental analysis
Looking back – Day 2
Data collection
Analysing ABC charts
Functional assessment
Antecedent & consequent strategies
Function of the behaviour & teaching FERBs
Social skill deficits & new skills
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Looking back – Day 3
Levels of least intrusion
Crisis management suited to your individual setting
Putting it all together
Workshop activity – putting it all together
Case studies & worksheets
Activity