1. Understanding Behaviour
Postive Behaviour Supports

2. Activity: Five Sentence Completions
Getting re-connected
Activity: Five Sentence Completions

3. Key Features of Positive Behaviour Support
Ecologically oriented
Assessment based
Preventive and educational
Lifestyle and inclusion focused
Comprehensive
Team-based
Respectful
Long-term focused

4. Personal and Lifestyle Outcomes
Active engagement in preferred activities
Freedom of movement
Meaningful daily activities
Exercise that is healthful and personally satisfying

5. Personal and Lifestyle Outcomes
Socially satisfying personal relationships
Ability to express wants, needs and preferences
Pursuit of leisure and recreation interests
Safe living and learning environment

6. Functional Behaviour Assessment
Involves a problem solving process
Includes team work
Looks at the “big” picture (ecological and environment context) and immediate triggers and consequences
Believes behaviour is communication
Is there a medical, physical or emotional reason for the behaviour?
Is there a problem with the curriculum or instructional methods, or physical or social environment?

7. Functional Behaviour Assessment Steps
Decide if a intervention is warranted
Develop a personal profile
Define the target behaviour
Conduct a functional behaviour interview
Conduct direct observations
Use setting events checklist
Form hypothesis
Design an support plan (prevent, teach and respond)
Evaluate plan

8. Ecological considerations
Refers to the environment in which the student is learning:
Classroom environment
Schedules & rules
Room arrangement for instruction and materials management
Student seating arrangements
Plans for transition between activities and settings
Curricular and instructional approaches

9. Functions of Behaviour
Gaining access to materials, people or activities
Avoiding, escaping, or protesting

10. Avoiding / escaping / protesting
Student perceives activity (academic or social) as too easy, boring, of no use, uninteresting) and wants to avoid
Student want to escape social demands or person
Student wants to get away from a particular type of environment (too noisy, too much light, irritating textures or colours...)

11. Gaining access to materials, people or activities
Seeking various levels or type of attention from peers or adults
Wants a desired object or activity
Wants a particular social attention

12. Direct observation
To get a representative sample of the behaviour and related factors (A-B-C)
To examine environmental considerations
Select an appropriate method
Use practical and efficient methods
Record for 2-5 days

13. Direct Observation
Ensure all recorders are clear on the target behaviour and recording method
Record the target behaviour immediately as it occurs
May transfer the data to a graph

14. Direct Observation Typical methods Frequency Duration ABC charts
Scatter plots
Event recording
Functional Assessment Observation

15. Things to Try of Next Time
Practice recording formats or
Watch Youtube and fill out ABC chart
Complete personal profile and preference sheet