Agenda Background and Beliefs Overview of BMS Theory Risk and Protective Factors Relevant Legislation Four Phases of Behaviour Management

Non‐verbal Interventions/De‐escalation Verbal Interventions/De‐escalation Physical interventions/De‐escalation

General Strategies for Managing Behaviour Prevention Strategies

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RespondstoaneedexpressedbyindividualsandBoardsthroughouttheprovince.

Writtenbyeducatorsfortheuseofeducatorsinschoolsettings(includingtransportation/trips)

DevelopedbytheOntarioEducationServicesCorporation.

SupportedbytheOntarioMinistryofEducation.

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Behaviourstemsprimarilyfromneedsandisstronglyinfluencedbyexternalfactors.

Considerationofenvironmental(external)factorsgreatlyenhancesunderstandingoftherootsandtriggersofbehaviour.

Effectivemanagementofstudentbehaviourisanongoingprocessratherthanaresponsetoasingleevent

Behaviourmanagementismosteffectivewhenapproachedfromateamperspective (parents,siblings,friends,schoolstaff,transportationstaff)

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Bio‐Ecologicalviewofbehaviour‐ whatdrivesormotivatesthebehaviour‐ whatisthepersontryingtogetorgetawayfrom/avoid?

Preventionfocus– understandingbehaviourandearlyintervention

Enhanceprotectivefactors,reduceriskfactors Increasesafetystrategiesthatareproactiveandbuiltonteamwork

Treatmanagingbehaviourasyouwouldanyacademicsubject,i.e.,teachthebehaviouryouwant,onestepatatime

NEVERTAKEITPERSONALLY!!

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Consists of 4 Components or Systems

Individual System   Secondary System   Community System   Social System  

IndividualSystemFactors: Factorsthateffecttheindividualdirectlyina1:1relationship,e.g.…

Peopleathome(parent,siblings) Adultsatschool(teachers,EA’s,busdrivers,etc.) Peersatschool/onbus/inneighbourhood Physicalattributes Medical&healthcharacteristics/nutrition Specialneeds Otherfactors…

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SecondarySystemFactors: Individualfactors,eachofwhichalsointeracts1:1withthesubject,interactingwitheachother,e.g.…

RelationshipsamongtheadultsinthehomeRelationshipsamongthechildrenonthebusRelationshipsamongtheadultsintheclass/school InteractionsbetweenhomeandschoolRelationshipsamongsiblings,peersOtherfactors…

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CommunitySystemFactors: Factorsinthecommunitythatdonothavea1:1relationshipwiththesubjectbutimpactonthosewhodo,e.g.,…

Bussingprocesses– routes&routechanges Workplacecharacteristics,attitudes,etc. Workplaceresources Parent’sworkplace(income,stability,climate) Availabilityofcommunityresources,services Communitycharacteristics,attitudes,etc. Otherfactors…

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SocialSystemFactors: Societalfactorsthathaveanoverallimpactontheotherthreesystemfactors,e.g.,…

Governmentpolicies,legislation,procedures,funding

Supportsavailabletofamilies,individualsBoardpolicies,procedures,fundingOtherfactors…

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Definition: Anyfactorsthatincreasetheperson’slikelihoodofhavingproblems

Examples:poorhealth;nofriends;learningdisability;familystress/dysfunction,poverty.

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Definition: Anyfactorsthathelpapersonresistorovercomerisk

Examples:goodhealth;goodpeerrelations;stronglearningability;supportivefamily;resiliency

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Factorsineachofthefoursystemscanrangefromrisktoprotective(oftenonacontinuum)

Effectiveeducatorsidentifyriskandprotectivefactorsforeachoftheirstudents,notjustthosepresentingproblems

Presenceofariskfactordoesnotautomaticallyresultinpoorbehaviour

Identifythoseriskandprotectivefactorsthatappeartobeinfluencingbehaviour

Determinewhichyoucanimpactandwhichyoucannot

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Trytochange/elimimateriskfactor(s)Add/enhanceprotectivefactorsDonotwastetime&efforttalkingaboutorwishingyoucouldchangeriskfactorsthatyoucannotimpact

Thenumberoneprotectivefactorforachildoryouthis…………………..

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…… a mentally healthy adult present and active in his orher life on a regular basis.

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Legislative Q & A(see handout package)

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A. Principal/supervisor must inform staff if a student has current behaviours that present a safety risk to self or others, what those behaviours are and must ensure that staff members who work with the student are trained in the methods and procedures to control the risks. (OHSA)

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A. All board employees and non-employees in a school are expected to report to the principal any behaviour that could result in suspension or expulsion.

A. Board employees who work directly with students are expected to respond to any inappropriate behaviour if it is safe to do so.

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A. The Child and Family Services Act (CFSA) and Criminal Code of Canada (CCC)

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A. Staff must consider any mitigating factors and follow the rules of progressive discipline .

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A. You are allowed/expected to go after the child and return him or her to safety. If physical intervention is necessary, the least amount of force required must be used. (Ed Act, CCC)

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Special training in recognizing and handling behaviours Provisions for acquainting the worker with the relevant student

history with respect to violent behaviour Emergency response plans

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Incident reporting proceduresCommunication systems in place to summon assistanceSafety audits of the working environmentRegular reviews to assess risk factors

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EducationActandRegulations OntarioHumanRightsCommission OccupationalHealth&SafetyAct ChildandFamilyServicesAct CriminalCode

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Education Act (Bill 157 – 2010)• Duty to Report (all behaviours that could lead to

suspension/expulsion)• Applies to all workers in schools (includes busses & drivers)• Details when and where• Details reporting procedures, documentation, etc.

Question: With which boards do you work ?

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OHRC (&OHRCommission)Useofprogressivedisciplineandconsiderationofmitigatingfactors

OHSARiskassessment,notificationofrisk,trainingsafetyplan

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CFSALimitsontheuseofrestraint(imminentriskofinjury)

CriminalCodeofCanada S.43protectionfromprosecutioniftheuseofforceisreasonable&appropriate

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The BMS framework for understanding and influencing behaviour:

◦ Is a cycle which can be influenced at any time

◦ Helps us to decide when and how to intervene

◦ Decreases educator isolation and increases support and collaboration (Collaboration Tip Sheet)

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Within a school community, all staff members can provide   important information Get observations & opinions from as many staff members as possible, especially non‐teaching colleagues

Even during a behaviour emergency, it is important to gather information Note how often the behaviour occurs, how long it lasts and how intense it is Find out what is motivating and triggering the behaviour

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Information gathering can be an initial step or, more commonly, an ongoing process.

Whatuniqueinformationmightdriversbringtothetable?

“Reallife”examples. Effective/workabletrackingmethods.

Discusswithyourgroup.

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The action phase includes managing:Day to day behavioursStudent emergencies (personal crises that have become emergencies)Other programs are based on managing behaviour as a single event [you may stop/control the behaviour this time but it will occur again and again and again…]BMS Training is based on managing behaviour as an ongoing process

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During the action phase, we can:

Intervene non‐verballyIntervene verballyIntervene physicallyUse a combination of several interventions

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Calm regular breathing Relaxed muscles & facial expressionWatch your distanceWill your presence/proximity reduce or increase the behaviour?

Over the long term, develop non‐verbal cues to assist the subject

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Non‐verbalcommunicationisaprimarysocialinteractiondeterminant‐ supplementsorreplacesverbalcommunication

Determineslevelofresponsiveness;establishespositiveornegativefeelingsabouttheother;establisheslevelsofrelativepower

Reflectsculturalvalues Unintentionalnon‐verbalsignalsareacommoncauseofmiscommunication/misunderstanding

Inappropriatebehaviour isoftentheresultofmisinterpretingnon‐verbalcommunication

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Examples of non‐verbal communications (body language) – students and/or staff

Examples of unintentional non‐verbal signals causing a problem – workplace, home, community 

Discuss

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Monitor your non‐verbal communication and the non‐verbal communication of the subject ‐ some people say more through non‐verbal communication than through verbal communication (student may not have the language skills to express wants, needs, emotions, etc.)

As high as 93% of all communications are non‐verbal Physical aggression is non‐verbal communication “Listen” to what the subject is “saying” What is he/she trying to get or avoid? Use non‐verbal cueing is an effective behaviour management intervention

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Maintain calm, caring, professional attitudeNon‐confrontational tone and body languageDon't take anger/behaviour personally (or appear to do so)

Note subject's body languageNever show anger or outrage ‐ even if you feel it! It is always safer (and less confrontational) to stay out of the "strike zone”.

Listen to what the individual is really saying ‐ his/her choice of words is often inaccurate/insufficient

Watch non‐verbal communication at the same time (yours and his/hers)

Be clear & simple ‐ give your instruction(s) and then disengage ‐ allow time for de‐escalation & compliance

Or, give two real options and then disengage  Your objectives are to understand what the individual needs, assist his/her communication and model appropriate behaviour & communication ‐ do not argue

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Redirection Calm voice with neutral tone Supportive communication Not … “What’s the matter?” or “Calm down!” But … “Let me help you.”

Often no verbal communication is better … wait for a better time – teenagers anyone???

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Allow/acceptventingDonot ventyourself Listen towhatisbeingsaidMakeitclearthatyouhear concerns StateyourconcernsclearlyandcalmlyDonot giveultimatums(“dothis…orelse”) Statereasonablelimitswhichleavethepersonsomecontrol

Avoid clichés – they tend to cause frustration. "I know how you feel." “Don't be upset." “You'll feel better tomorrow.“

Avoid confrontation – it tends to lead to escalation. "How dare you talk to me that way!" "I'll have you suspended!" "I'll have you thrown out of here!"

Make it clear that you want to help (no matter whatis said or done). "I can see you're very angry/upset ‐ it's OK to be angry/upset." “You are very angry ‐ how can I help?“ “I understand that you need assistance – I’ll get someone to help you.”

Don’tforgethumour!!

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Examples of verbal interventions that have gone right (been successful)

Examples of verbal interventions that have gone wrong (caused more/bigger problems)

Home, workplace, communityDiscuss

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Safe Supportive Stance   Presentside Relaxedposture Safedistance Armsopen

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When dealing with an aggressive person, your          position is non‐threatening, supportive and self‐protective Respects personal space

Criteriaforintervention&factorstobeconsidered Methodsthatavoidinflictingpain/injuryandthatavoidhumiliationofthestudent

Traininginrisksofphysicalintervention,e.g.,positionalasphyxiation

Areascovered: Removing the target Protecting self; protecting others Blocks Releases Containments/restraint

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Do not get physically involved unless:

all else has failed (de‐escalation, calling for help, removing the target);

no other options are open; and

imminent danger exists. 

Examplesofimminentdangerrelatedtostudentbehaviouronthebus.

Actualexamples Whatyoudid/said Whatyoumighthavedonedifferently

Discuss

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2 Volunteers Please! Remove target – always first choice Block example Release example Objective – safety without harm

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It is important to understand that all behaviour incidents place Stress on everyone involved. Each individual handles stress differently Reviewing and debriefing help reduce stress Each workplace will manage this process  differently You are part of a team

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Injury assessment – student(s) & staff Reassurance and follow‐up for student(s)/staff Communication protocol Immediate staff debriefingDocumentation Follow‐up debriefingOngoing staff support Re‐establish relationships Establish a re‐entry plan

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The time to use the Planning Phase is: After an incident – when you believe planning is required to prevent or prepare  for future incidents

When you are receiving a new student on your route that you believe requires planning to prevent or prepare for possible future incidents.

Following any behavioural incidents, it is critical that we step back and look at the event.  We must determine what long or short term changes need to be addressed to ensure success in the future. 

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Planning is best done as a team.Your feedback can be critical!! Are you part of a team?Who is on your team?Who else could be of support to you?What resources are available?

Your beliefs will determine your actions:

If you believe that behaviours are willful  … you will tend towards punishment;

If you believe that behaviours are symptoms … you will tend towards support.

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How could drivers be risk factors for students?How could drivers be protective factors for students?

Any adult can become that key protective factor! 

Discuss

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Greet people by name in a friendly, non‐judgmental tone of voice, especially those who have difficulty managing their behaviour.

Don’t demand apologies ‐ forced apologies only produce resentment ‐ but accept those freely given ‐kids can apologize in a hundred different ways!

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Non‐verbal intervention is usually more effective than verbal, especially in group settings

Avoid power struggles and arguments Use both correction and praise privately Recognize small improvements in behaviour – don’t expect overnight miracles

Each day is the first day

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Beveryawareofbodylanguage Isthestudent’smouthsayingthesamethingastheirbody?

Isyours?

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Thinkoftimes(home,work,generalpublic)wheneither:yourbodylanguagedidnotmatchyourverballanguage;

ORapersonyouweretalkingwithshowedadisconnectbetweentheirverballanguageandtheirbodylanguage.

Discuss

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Factors to be considered: Person’s history, nature, special needsWhat is the real message behind the behaviour? Your relationship with the person Your training, experience and confidence Physical environment Support and communication available

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Whatcanyouasdriversdotoassessrisks,avoidconflictswhenpossibleandrespondappropriatelytoaggressiveindividuals?Discuss

Physical workspace (bus) should be organized, to minimize potential dangers: ease of access/egress; clear sightlines.

Potential "weapons" (loose items, sharp objects,etc.) are controlled where possible.

EffectivecommunicationssystemAwarenessofvolatilepeople(students,parents,co‐workers) ‐ plansupport

Awareness of: “early warning signs”

elevated breathingfacial expressionmuscle tensionlack of focus

Comeupwithasmany“indicators”or“earlywarningsigns”aspossible.

Discuss

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Be aware of the tendencies and personalities of students.

Are they generally: passive; confrontational; easily embarrassed; “short fused”?

Trytobeawareofriskfactorsaffectingstudents,suchas:

physicalhealth;mentalhealth;homeconditions;peerrelationships;specialneeds;

“Triggers” are looks, words, actions and events that can set off anger and/or inappropriate behaviours. 

Awareness of anger/behaviour triggers is important.

Triggers include such things as: proximity; touch; raised voice; sarcasm.

Thinkabout“triggers”thatyouhaveexperiencedyourselforseeninothers.Brainstorm“triggers”.Howcanweinadvertently“setoff”behaviourtriggers?

Discuss

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For many students with ongoing behaviour issues:

“It’snotthatIwon’t, it’sthatsometimesIjustcan’t,nomatterhowhardItry! However,withyourhelpandsupport,Imaybeabletodoalittlebetternexttime.”

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A closing thought for self‐reflection…..

“Aremybeliefsandactionsriskfactorsorprotectivefactorsforthestudentsinmycare?”

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THANKYOUFORYOURATTENTIONANDPARTICIPATION!!

BrianEllerkerBrianShaver

BehaviourManagementSystems

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