Presentation on theme: "Orientation to the SCSBC Guidelines for the Progressive Intervention of Behaviour April 9, 2014 Jenny Williams Laurie Smith."— Presentation transcript:
Orientation to the SCSBC Guidelines for the Progressive Intervention of Behaviour April 9, 2014 Jenny Williams Laurie Smith
Agenda 9 am - 12 pm *(10:30-10:45 break) Purpose for the guidelines Layout of binder Six basic behaviour facts Introduction to Tier 1 and 2 intervention Binder scavenger hunt (group activity) Introduction to Tier 3 intervention Case Study – Tier 3 (group activity) Discussion of specific behaviour situations in your schools Further questions
Purpose for the Behaviour Guidelines 1.New norm of students in our population 2.Assist principals and SE coordinators in supporting students who demonstrate mild to intensive behaviours through research based prevention and intervention strategies. 3. Promote increased safety for all students and staff. 4.Provide protection against media exposure, legal action and conflict.
Binder Layout Table of contents Behaviour Guidelines Tier 1 Strategies (interventions for supporting all students) Tier 1 Tools (sample forms and templates for implementing strategies) Tier 2 Strategies (targeted small group intervention) Tier 2 Tools Tier 3 Strategies (intensive individualized intervention) Tier 3 Tools References Index
Six Behaviour Facts 1.Behaviour problems are dysfunctional interactions between the student and one or more elements of the environment, including the classroom, school, family, peers Binder page 1
2. Behavior is learned and serves a specific purpose. A multi-level instructional framework aimed at improving outcomes for ALL students Functions of behaviour: 1.Avoid/escape 2.Obtain
3. Behavior is related to the context within which it occurs. Different Context = Different Behaviour
4. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior Rule of Thumb
5. We can improve behavior by 80% just by pointing out what one person is doing correctly. 4 positives for every negative Be on the lookout for good behaviour
6. Your reaction determines whether a behavior will happen again or not. To change child behavior - we have to change our behavior.
What is real intervention? Duct tape is not an intervention! Stop the behavior Be proactive- not reactive Match the function of the behavior Include a replacement behavior Include antecedent manipulations Include consequence modifications
3 Tiers of Behaviour and Intervention Level of supports a student needs depends on the intensity and frequency of behaviours and the impact those behaviours have on the safety of the student, others and the learning environment. Intensive Interventions (Tier 3) - individualized Functional Behaviour Assessment Behaviour Plan Referral to counselling, behaviour consultant, MCFD, CYMH Targeted Interventions (Tier 2) – small group Check-in check-out Social skills instruction (individual/small group) Peer support Counselling Universal Interventions (Tier 1) – for all Teach positive expectations Consistent routines Parent engagement Supportive programs: Friends, Self-regulation Universal 80% 15% Targeted 5% Binder page 2
Tier 1 Interventions Approximately 80% of students will respond to Tier 1 interventions. Mild behaviours are those that are frequently encountered on a day to day basis that are of lower frequency and/or intensity (eg. (calling out, poor work completion, demonstrating mild non-compliance, mild on-going problems with peers. All student benefit from classroom management strategies that incorporate clear expectations, consistent routines, positive classroom climate, ongoing supervision and feedback and differentiated instruction. Binder pages 2-3 Tier 1 strategies: Binder page 9
Tier 2 Interventions Approximately 15% of students will not respond to Tier 1 interventions. Challenging behaviours are those that significantly affect others (e.g. significant negative interactions with others, defiant behaviour, frequent inappropriate outbursts, or significant withdrawing or “shutdown” behaviours) These students should be referred to the principal and the special education coordinator, to review classroom based strategies and current student profile. Binder pages 2-3 Tier 2 strategies: binder page 67 Referral form: binder page 91
Scavenger Hunt Activity This activity will help you become more familiar with locating things in the binder and will give you a sampling of the content in the Tier 1 and 2 sections of the binder. Answer the 10 questions. You may work with others!
Tier 3: Intensive Interventions Approximately 5% of students will not respond to Tier 1 or Tier2 interventions. Impact their ability to attend school or that threaten the safety of themselves or others. Involvement of counsellors or behaviour consultants. Functional Assessment: comprehensive review of the student’s cognitive, physical and emotional needs as well as a functional assessment of behaviour and the implementation of an individualized behaviour plan. Binder pages 2-3 Tier 3 strategies: p. 109
What is considered a significant behaviour? Behaviours that require immediate intervention include: 1.Self-injurious behaviour (eg. self-hitting, head banging, biting, cutting) 2.Aggressive behaviour that may injure others (eg. hitting, biting, kicking, spitting) and/or behaviours that may cause significant property damage (eg. breaking windows, throwing equipment with force) 3.Threats of violence to others 4. Inappropriate sexualized behaviour (eg. groping, highly suggestive language) Binder pages 4-5
TIER 3 Strategies – Intensive Interventions Some Important TIER 3 Strategies include: Functional Behaviour Assessment and Behaviour Plan Threat Assessment Workplace Risk Assessment and Safety Plan Appropriate use of Physical Restraint and Seclusion Suicide Intervention Incident Reporting Considerations prior to exclusion from School
Functional Behaviour Assessment (FBA) Seeks to understand why behaviour occurs Describes the context and underlying reasons Is a structure for investigating all aspects of the student: Learning issues Emotional issues Medical issues Sensory issues Social issues
FBA: Conduct an autopsy (What is the function? ) ObtainAvoid/Escape Things kids are trying to get:Kids are trying to escape these things: 1. Attention- (adults or siblings) 2.Access (preferred items) 3. Sensory input (proprioceptive input) 1. Work or Tasks 2. Attention from Adults or Peers 3. Pain (emotional or physical) 4. Sensory overload (too much coming in) Binder pages 112 & 169
Functional Behaviour Assessment (FBA) What behavior do you want to target for change? What setting or context typically precedes this behavior? What is the payoff for the child? What behavior could replace this behavior? What could you do proactively that would change this? What can the adults do different to avoid paying off? Binder pages 110-113 & 161-169
FBA and Behaviour Plans Behaviour Plans: Are based on a functional behavior assessment Seek to avoid/amend existing triggers Include a replacement behaviour Work to strengthen desired behaviour and reduce undesired behaviour Include reinforcement and at times, punishment Binder pages 110-118
When the safety of a student or other students is at risk A Student Supervision/Incidence Plan may be necessary. This plan is most often used for: 1. Bolting behavior 2. Sexualized behavior 3.Aggression toward other students that may not meet the threshold for Threat Assessment Often answers the parent question “What are you doing to keep my child safe at your school”. Binder pages 117-118
Sexualized Behaviour Incidents of sexualized behaviour can be highly sensitive and it is important to respond promptly and appropriately. This would include consultation with a counsellor and following ministry and legal guidelines (BC Ministry of Education: Responding to Children’s Problem Sexual Behaviour for Elementary Schools). At times it is appropriate to develop a supervision plan for when the student is in school
Self-Injurious Behaviour or Suicidal Ideation All incidents of self-injury or suicidal ideation should be reported and/or monitored. At times self-injurious behaviour is associated with communication disorders and other disabilities (eg. autism), and is best managed in collaboration with the SE coordinator and/or behaviour consultant. At times self-injurious behaviour (ie. cutting) may indicate the need for consultation with a counsellor or mental health professional. All statements of suicide MUST be referred to a qualified professional for assessment and be reported to parents Binder pages 142-249
Threat Assessment and Fair Notice When a Student Utters Threats to staff or others, a Threat Assessment may be necessary to assess the probability that a threat will be acted upon. Assesses: Circumstances of threat and threat maker Specificity of threat Access to weapons Ability to carry out threat At times, a screen can be done by Principal and Counsellor to decide if full threat assessment is needed. Binder pages 120-132
Threat Assessment and Fair Notice Good practice to provide Fair Notice to parents. Threats to harm or injury someone must be taken seriously. At times threat assessment may not be necessary: Consider the chronological age (under 12?) Consider any special needs and developmental level Binder pages 120-132
Workplace Risk Assessment for Staff and Student Safety If staff safety is at risk, Worksafe BC requires: A Workplace Violence Risk Assessment that considers: 1.Prior history of injurious behaviour toward staff 2.The intensity and frequency of behaviours Violence is defined by an individual’s perception Binder pages 133-134
Workplace Risk Assessment for Staff and Student Safety If the Workplace Violence Risk Assessment indicates a moderate to high risk, a Safety Plan is indicated. A Safety Plan: identifies triggers and ways to avoid them Outlines a reaction plan in crisis situations Is not a behaviour plan Binder pages 135-139
Physical Restraint and Seclusion When aggressive behaviour and/or property damage may present a danger to others or cause significant damage to school property, immediate action is needed and must comply with Worksafe regulations. Binder pages 140-141
Physical Restraint and Seclusion Are emergency procedures only Indicate the need for a behaviour and/or a safety plan Are not procedures to be used regularly Are never disciplinary Should be reported as soon as possible to the Principal and parent Binder pages 140-141
Incident Reporting When a staff member is injured It is important to complete an incident report for injuries, even if minor When an injury requires medical attention or results in time off work, then a WorkSafe report must also be made The Worksafe Regulation Refusal of Unsafe Work is often misunderstood Any concern should be investigated and be given appropriate response Often, refusals to work stem from our response to a concern Binder pages 150-151 & 175-177 Binder pages 170-174
Exclusion from School Exclusion is process for coming to the point of excluding a student from an independent school because the needs have gone beyond the capacity of what the school can support safely for all Schools will have policies relating to this in their handbooks This is a significant step that can have future impacts Ideally, any exclusion would be the final step in a progressive course of action May be helpful to document what has been done – i.e. assessment, behaviour plan, implementation progressive suspensions etc. Binder pages 152
Let’s try a case study Case Study: Jace Jace is a student in Grade 6, who has recently transferred to your school, as a result of a difficult family breakdown. Your initial impression is that he seems to read well below grade level, and seems to resist written work. He is withdrawn (doesn’t talk, slumps in his seat) and complains about the noise and lights in the classroom. He comes in looking very tired, and reports late nights on-line. While no file has been forwarded from his former school, the principal has told you that there were reported behaviour issues that led to suspension earlier in the year. When he is asked to read in front of the class, or to write a paragraph, he shakes his head, says no and refuses to start. His behaviour quickly escalates to swearing at the teacher and pushing kids around him. When you intervene, it looks as if he is ready to hit or push you. This is more likely when he has negative interactions with peers, which happens a lot during unstructured times, such as recess, lunch, line-ups and during transitions. When Jace engages in these behaviours, he is asked to put his books away and go to the office. He will go, but makes threatening remarks and slams the door as he goes.
Case Study - Jace 1.Describe what steps you would take to understand and work with this student. 2.Who would you work with? 3.Describe what strategies and tools from the manual that you could use to support your work with this student.
Now your turn….. We would like you to share some to stories about students who are of concern to you. 1.Describe the issues. 2.Describe what you have done. 3.Are there any strategies or tools that you could try?
Next Steps… 1. Orientation to Progressive Intervention of Behaviour Guidelines 2. SEA Full day Training (June) behaviour basics practical an preventative strategies 5 point scale Visual strategies (make and take) ABC Charting and behaviour tracking Tips for de-escalating and diffusing problem behaviour Functional behaviour assessment - intervention strategies
Next Steps continued… 3. Coordinator/Teacher 3 day training (July) Risk Assessment and Safety Plan Functional Behaviour Assessment, Positive Behaviour Plan, Supervision/Incident Plan (crisis intervention) Threat Assessment and Fair Notice TIER 1- 3 Behaviour Intervention School-wide Positive Behaviour Intervention Support Visual Tools Mental Health and Behaviour Issues