Talk about Behaviour 1.02.07

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Talk about Behaviour1.02.07
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How we pre-empt behaviours

• Functional and meaningful lessons
• High and realistic expectations
• Teaching strategies -visual cues, positive
  teaching language,
• Resources staff, facilities
• Routines and structure
• Rewards linked to timetables
• Sanctions and contingencies
• Special interests/obsessions
• Fun and enjoyment
• Safe calm areas
• Teaching of social skills
• Social stories and scripts

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Levels of behaviours
5. Danger to self, others or property
4. Physical outburst may involve property - no
harm likely to people
3. Unco-operative and verbally abusive
2. Unco-operative and disruptive

• Unco-operative but not disruptive

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Arnetts diagram
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Which Strategy?
Use visual cues
Ignore behaviour ???
Positive handling
Body language
Rewards
Redirect
Be positive
Offer calmer or de-stressor
Do not invade personal space
Remove possible triggers
Simplify or cut out speech
Keep calm
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A modified representation of Maslows Hierarchy
of Needs
Level 5 Self-actualisation needs Intellectual
and academic skills,growth, inner sense of
achievement, realising ones own potential
Level 4 Self-esteem needs Being recognised and
valued by others, good self-image, self-respect,
personal autonomy
Level 3 Feeling wanted Love, companionship,
being with compatible people
Level 2 Feeling safe Protection from danger and
threats, physical and mental security
Level 1 Feeling physically comfortable Air,
drink, food, sleep, shelter from heat and cold
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Social scripts and social stories to teach
acceptable behaviour

• To introduce unfamiliar situations and activities
  reduce anxiety
• To build self-esteem
• Information on expected behaviour
• To modify behaviour

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We always aim to link these to the childrens
interests
REWARDS are central to encouraging and managing
positive behaviour
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A LAST RESORTpositive physical handling
ensuring dignity, respect and personal safety for
all concerned
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• 85 of pupils do not need a Positive Handling
  Plan
• Some pupils need help just to overcome a
  difficult period

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• PAMOVA
• and
• Team Teach

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Levels of behaviours
5. Danger to self, others or property
4. Physical outburst may involve property - no
harm likely to people
3. Unco-operative and verbally abusive
2. Unco-operative and disruptive

• Unco-operative but not disruptive

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Unco-operative but not disruptive

• Crying
• Twirling
• Dropping
• Low level self stimulation

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Unco-operative and disruptive

• Screaming
• Throwing
• Tipping chairs
• Climbing
• dropping

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Unco-operative and verbally abusive

• Verbal threats Im going to get you
• Physical threats - raised fists

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Physical outburst may involve property - no
harm likely to people

• Kicking, banging furniture
• Ripping up work
• Tearing work off walls

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Danger to self, others or property

• Self injurous biting scratching, head banging,
  head hitting , slapping own face, throwing body
  at different surfaces
• Kicking, slapping, scratching etc. towards others
  (intentional and unintentional)

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• Behaviour Function
• e.g slamming doors

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• Frequency Chart

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ABC Charts

• A ntecedent
• B ehaviour
• C onsequences

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Antecedent

• Where
• With whom
• Time day , week , month
• What happens directly before

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Behaviour

• Frequency
• How long does it last?
• Level of intensity
• If its a tantrum what does it look like?

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Consequence

• What happens as a result of targeted behaviour?
• Is it being reinforced?
• Is it rewarding to child?
• Who deals with behaviour?
• Does child receive favoured items/activities?

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Which Strategy?
Use visual cues
Ignore behaviour ???
Positive handling
Body language
Rewards
Redirect
Be positive
Offer calmer or de-stressor
Do not invade personal space
Remove possible triggers
Simplify or cut out speech
Keep calm
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Social scripts and social stories to help modify
behaviours
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• Established and difficult to modify behaviours.