Supporting Positive Behaviour in Alberta Schools

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Supporting Positive Behaviour in Alberta Schools

• Dwaine M Souveny
• Central Alberta Regional Consortium
• 2010-2011

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Supporting Positive Behaviour in Alberta
SchoolsKey Element 7Fair Predictable
ConsequencesMarch 15, 2011

• Dwaine M Souveny
• Central Alberta Regional Consortium
• 2010-2011

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Supporting Positive BehaviourIn Alberta Schools
(2008)

• A School Wide Approach
• A Classroom Approach
• An Intensive Individualized Approach

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Supporting Positive Behaviour in Alberta
Schools10 Key Elements

• Key Element 1 Positive Relationships
• Key Element 2 Learning Environment
• Key Element 3 Differentiated Instruction (DI)
• Key Element 4 Understanding Student Behaviour
• Key Element 5 Social Skills Instruction
• Key Element 6 Positive Reinforcement
• Key Element 7 Fair and Predictable Consequences

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Supporting Positive Behaviour in Alberta Schools

• Key Element Seven Fair and Predictable
  Consequences

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Motivation

• Motivation only enables us to do what we are
  already capable of doing.

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Creating Choices With Creative Consequences
Positive Consequences

• Positive consequences something the child wants
  that you feel comfortable giving

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Key Element 5 Fair and Predictable Consequences

• Reductive consequences something the child does
  not like that you feel comfortable giving

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Discipline

• Means to teach
• it is about learning not about retribution or
  revenge

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Types of positive reinforcement

• What are some ways that you use to motivate
  students through the use of reductive
  consequences?
• ________________________________
• ________________________________
• ________________________________
• ________________________________
• ________________________________
• ________________________________

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Types of Fair and Predictable Consequences

• Redirecting
• Planned ignoring
• Correction and overcorrection
• Restitution
• Response Cost removing or withholding preferred
  activities
• Time away
• Time out

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Guidelines of using Reductive Consequences (p. 67)

• Clarity for behaviour and consequences
• Deliver the consequence Do not threaten Do!
• Use for teaching not for punishing
• Be consistent- it is not the severity that is
  important it is the consistency
• Be sensitive of how and when the consequence is
  delivered
• Deliver in a matter of fact manner
• Be aware of neurological factors that may hinder
  usefulness of consequences

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Pitfalls of Punishment (p. 68)

• Does not teach correct behaviour
• May result in reduced self concept or belief as a
  behaviour problem
• Consequences at school may be mild compared to
  experiences at home
• Activities/people associated with punishment may
  become punishing

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Giving Corrective Feedback (School wide pg. 50)

• Avoid delivering negative consequences in front
  of others
• Describe behaviour in calm nonjudgmental manner
• Encourage student to describe behaviour that
  would have been more appropriate
• Prompt with reminders (if necessary)
• Ask them to commit to that positive behaviour
• Thank them for their attention

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Making Restitution(School-wide pg. 52)

• After having hurt others consider a caring
  menu (in addition to or as an alternative to
  sorry
• Write a note
• Draw a picture
• Help with project or chore
• Share a book
• Play a game
• Make a card

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• What is the problem with the following sequences?
• Every time that Johnny is off task when the
  instructions are given the EA Scolds him and
  then tells him what he is suppose to do.
• Peter, who has Autism, sent out of the room
  whenever he becomes agitated
• Betty gets into a verbal confrontation with Sally
  she is sent to the principals office to work
  during the time in the principals office she
  completes her homework

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Positive ReinforcementClassroom Procedures

• Kevin is frequently out of his desk so are many
  of the others in the class - What is 1 thing that
  you could do on a classroom basis to respond when
  he displays the undesired behaviour?
• ________________________________
• ________________________________
• ________________________________
• ________________________________
• ________________________________
• ________________________________

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Creating Choices With Creative Consequences
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Suspensions and Expulsions

• Read Pages 55-57 in School-wide approach to
  recognize the Disadvantages of Expulsion

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Remember

• The ratio of positive reinforcement delivered
  for good behaviours and through non-contingent
  attention should exceed the attention for problem
  behaviour by at least
• 41

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Success Summed Up

• Preparation Prevention
• Desired Behaviours must be taught and reinforced.
  
• Undesired behaviours must be consistently
  followed by a reductive consequence

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Supporting Positive Behaviourin Alberta
Schools .stay tuned invite a friend

• Next time
• Collaborative Teamwork
• April 19, 2011
• Email or phone me 403 506 7091
• dynamicdevelopment_at_shaw.ca