1. Skill Deficit & Replacement Behaviour Training Module #8 Skill Deficits & Replac
BE PROACTIVE
NOT REACTIVE
Waterloo Catholic District School Board
Megan Delcourt, M.A., Behaviour Analyst
Maria DeBrouwer, CYCW
WCDSB, HDBS & Erinoakkids

2. WCDSB, HDBS & Erinoakkids
Behaviour
All behaviour is:
Not all Behaviour is:
what you see
what you hear
what you do
communication
fills a “need”
is functional
observable
measurable
appropriate
socially acceptable
easy to manage
self explanatory (tells us what the student really wants or needs)
WCDSB, HDBS & Erinoakkids

3. Skill Deficits/Replacement Behaviour
“When a student is exhibiting/demonstrating a challenging behaviour, it is telling us that we need to teach the student a more appropriate way to get what he/she wants. By teaching a student a replacement behaviour, we may be able to avoid further challenging behaviour from the student, if we can successfully identify the skill deficit”
Megan Delcourt, M.A., Behaviour Analyst
WCDSB
WCDSB, HDBS & Erinoakkids

4. WCDSB, HDBS & Erinoakkids
Imagine that your brain was wired differently than everyone else’s, but people still had the same expectations for you How would these situations make you feel……………….
WCDSB, HDBS & Erinoakkids

5. WCDSB, HDBS & Erinoakkids
Social Implications
Imagine that you were isolated because you had no meaningful peer relationships. You have the same desire to be accepted and loved as everyone else, but you have no way of expressing these needs and wants
Imagine that you did not understand social rules. You have no idea how to join in on a game or a conversation, so you sit alone and often play by yourself
WCDSB, HDBS & Erinoakkids

6. WCDSB, HDBS & Erinoakkids
Self Regulation
Imagine that you did not have the ability to understand/recognize feelings & emotions. How would it make someone feel if you laughed at then when they were crying?
Imagine that you did not recognize someone’s tone of voice in reference to how they are feeling. This person keeps on yelling at you because you are not responding to their obvious cues. This situation often ends in a negative consequence
Imagine that you have no idea how to manage your own emotions because no one has ever given you any suggestions on how to regulate your body. None of these things come natural to you
WCDSB, HDBS & Erinoakkids

7. Your Outcome for the Future
There is no one to teach you the skills you need to know in order to be successful and independent
Punitive methods are not affective, but everyone around you keeps on using them as a method to “change” your behaviour because they work for other students
You learn that you get what you want from your behaviour because people do not want to deal with you anymore
WCDSB, HDBS & Erinoakkids

8. WCDSB, HDBS & Erinoakkids
Can we teach a student the skills that they need to be successful and independent??
WCDSB, HDBS & Erinoakkids

9. WCDSB, HDBS & Erinoakkids

10. WCDSB, HDBS & Erinoakkids
Ask yourself?
What are the behaviours observed?
How is the behaviour affecting the student?
Is the behaviour affecting the learning of the student or others?
Is the behaviour affecting the student socially?
Is the behaviour affecting the reputation of the student at school or in the community?
Is the behaviour affecting the safety of the student and/or others?
Are the behaviours age appropriate?
How is the behaviour getting the student what he/she wants or needs?
WCDSB, HDBS & Erinoakkids

11. WCDSB, HDBS & Erinoakkids
Proactive Strategies
“Proactive strategies assist the student in appropriate learning opportunities specific to their needs”
Some students have not been taught appropriate behaviours, therefore continue to exhibit challenging behaviours through repetition
You cannot successfully change behaviour without teaching a “replacement” behaviour. Our actions will determine if the challenging behaviour will be:
Maintained
Decelerated
Accelerated
WCDSB, HDBS & Erinoakkids

12. Examples Behaviour Proactive Strategy
Miranda makes inappropriate sounds during class and her peers laugh
Teach Miranda other ways to gain her peers attention
Johnny will flop of the floor when he is not first in line
Teach Johnny that everyone will have a chance to be first in line. We cannot always be first
Andrew becomes so aggressive without any warning signs
Teach Andrew self regulation skills to assist him with managing his own feelings and emotions
Every time Janet refuses to do her work, the teacher allows her to sit and do nothing
Provide appropriate modified work followed by a reward or a choice
WCDSB, HDBS & Erinoakkids

13. WCDSB, HDBS & Erinoakkids
Establishing a Plan
Identify the target behaviour through data collection What skills need to be taught? Establish a plan that involves: 1) What will the replacement behaviour be? 2) How will the replacement behaviour be taught? 3) Who will teach the replacement behaviour? 4) What motivators will be used for reinforcement?
WCDSB, HDBS & Erinoakkids

14. Replacement Behaviour
Things to keep in mind:
Should serve the same “function” as the previous behaviour
Should be easy to for the student to learn
Should be age appropriate
Should be as discrete as possible (if applicable)
Should be socially appropriate
WCDSB, HDBS & Erinoakkids

15. WCDSB, HDBS & Erinoakkids
Teaching the Skill
Skills need to be taught according to their own specific requirements:
What prompting methods will be required?
(Verbal, visual, partial, positional, partial physical, full physical)
Provide many opportunities to practice the new skill
Provide immediate reinforcement even if the whole skill is not demonstrated
Collect data to reflect how many time a day the skill has been practiced and the level of prompting that was required
(see skill acquisition tracking sheet)
WCDSB, HDBS & Erinoakkids

16. Who Will Teach the New Skill?
Who will be involved in teaching the new skill?
Ensure that everyone is consistent with “teaching” and “reinforcing” the student
Can/will the students family support the skill development at home?
WCDSB, HDBS & Erinoakkids

17. Important things to Consider
Once the student is able to demonstrate “some” independence with the new skill, fade your level of prompting to ensure that the student does not become prompt dependant
Just because a student has “mastered” a skill does not mean that he/she does not have to demonstrate it. Students should be asked from time to time to show that the skill is actually “mastered”. This is called “maintenance”
WCDSB, HDBS & Erinoakkids

18. Common Skill Deficits in Students
Self Regulation
what does this look like or feel like? What do I need to do before my engine revs to high?
Social Skills
age appropriate, conversations, special interests, being “polite”, being a good friend
Communication
not having the words to express needs and wants. Actions do not match needs
Defiance
inappropriate work, unclear expectations, rigidity, lack of skills to preform a task, low self esteem
WCDSB, HDBS & Erinoakkids

19. Proactive Strategies are Key!!!
Providing appropriate strategies to replace less desirable behaviour is key to the students success!
The sooner we can identify a students skill deficit, the sooner he/she can be successful at school and in the community
If we fail to provide appropriate skills, students behaviour will be maintained and become increasingly difficult to change
WCDSB, HDBS & Erinoakkids

20. WCDSB, HDBS & Erinoakkids
Conclusion
Be Proactive
Not Reactive
WCDSB, HDBS & Erinoakkids

21. Thank You! Module # 9 “The Generalization & Maintenance of Skills”
This module has been brought to you be the Behaviour Support Team
Strategic Plan 2015
WCDSB, HDBS & Erinoakkids