A process for teachers to effectively address behaviours that seriously interfere with a student’s learning and/or limit a student’s ability to interact positively with others.
B.O.A.T.S. PRINCIPLES • Behaviour is learned and can be unlearned • Students are unique and require an individualized approach • Behaviour is influenced by reinforcement • Observation data is needed to change behaviour • Altering the environment or setting can change behaviour • Data collection is important for decision making
B.O.A.T.S. Processes and activities
Reclaiming youth at Risk • There are 4 components that must be taken into account
Belonging- The motivation to get along with others (teacher, students, classroom, or the school). If a sense of belonging does not exist then the student may become loyal to a deviant peer group. Mastery- the development of cognitive, physical, social and spiritual competence. When students are successful their competence increases Independence- Increases autonomy with responsibility. Students need to learn to be self reliant and in control of their own actions. Without independence they could become exploited by others Generosity- The ability to care for others, to have empathy and concern for their welfare.. It is developed positive reinforcement.
Effective behaviour systems (EBS)
Effective behaviour systems (EBS) 2 • -We can only understand a problem behaviour in the context in which the behaviour occurs and the environment it happens.
Universal strategies • These are strategies that all students benefit from normally in class.
Common universal strategy C.H.A.M.P. Strategy • For each classroom activity consider CHAMP
Selected verses targeted strategies Selected Behavioural Supports work for students who do not respond consistently to universal strategies.
Targeted Strategies are needed for students who do not respond positively to either selected or universal strategies.
-Use reinforcement and acknowledgement when appropriate behaviour happens -Reward systems - Precorrection -Supports and assistance for change -Taught self monitoring -Anger management and conflict resolution skills taught
-Functional behavioural assessment and a behaviour plan -Token economy -Behaviour contract -Communication programing -Assistive technology -School based learning team -Additional coordinatte services -Crisis management plan
These involve Time to learn the new task Instructional strategies to retain key concepts Meta-cognitive strategies and problem solving Adapting and modifying curriculum Assistance with transition planning An IPP
-These involve An IPP Increased adult support and supervision Modified instructional program Remediation in core subjects Appropriate alternate assessment procedures
B.O.A.T.S.- BEHAVIOUR • Behaviour is anything a student may say and do. It becomes a problem when it interferes with teaching and learning • -Data collection is essential before planning any change. It must be taken in multiple contexts
Attention Obtaining vs. Escape and Avoidance (most common reasons for misbhaviour are these types)
Attention/ obtaining something To draw attention away from others and onto themselves Why? 1. Adults pay more attention to inappropriate behaviours 2. Do not know how to get attention appropriately 3. Does not get enough attention at home 4. Inability to delay gratification 5. Not been taught independence 6. Does not understand social expectations 7. Asks for help consistently 8. Rarely shows that behaviour when one on one assistance is provided
Escape and avoidance Serves to end an activity they do not want to do Why? 1. Unreasonable expectation from others 2. Belief that only perfection is acceptable 3. Over emphasis on competition 4. Work is too difficult 5. Peers too demanding 6. Learned helplessness 7. Directions are ambiguous 8. BOREDOM 9. Physiological or sensory discomfort 10. Misbehaves only with a certain task 11. Procrastinates 12. Refuses to follow directions 13. Stops behaviour when task is removed
Power and control vs. Self regulation Power and control-Needs to control events 1. Lack of empathy 2. Adults in life are dominate (bad role models 3. Success is seen as power 4. Lack of control in their life 5. History of abuse 6. Anger over past wrongs 7. Over emphasis on competition 8. Perception that circumstances are unfair 9. Confrontational 10. Quiet noncompliance 11. Misbehaviour when event is taken away 12. Behaviour stops when they get their own way 13. Need to punish others
Self regulation-need to regulate feelings 1. Over or understimulated 2. Gifted or an LD 3. Uncomfortably 4. Immature 5. Insufficient breaks for movement 6. Medical difficulties 7. Stimulation increased through misbehaviour 8. Occurs in a stressful environment or when little is going on 9. Reacts to loud noises 10. Reacts in situations that need fast responses
F.A.S.T. Functional analysis screening tool • Helps to determine the function of the behaviours
Problem behaviours: reactions vs. positive aspects Common adult reactions: 1) Attention seeking • Irritation or annoyance • Impulse to say ”Just pay attention!” 2) Avoidance / escape • Student is resigned to failure • Frustrated… if they would just try…. 3) Power / control • Angry, frustration, fear • Feels like losing control • Impulse to physically chastise the student • Disliking that student 4) Self regulating behaviour • Frustrated, exasperated or irritated • Annoyed with student’s lack of control • Impulse to say threats that are not enforcable
Positive aspects: look at the potential 1) Attention seeking • Interested in peer relations • Attention can be used as motivation 2) Avoidance / Escape • Wants to succeed but needs to know how • Motivated if they can learn how 3) Power / control • Seeks fairness • Leadership potential • Good self advocate • Protects themselves when needed 4) Self regulation behaviour • Actions reduce anxiety • Seeks sensory stimulation • Needs more breaks shorter tasks
B.O.A.T.S- Observations • • • • •
Observations must be objective Decisions are based on what is seen Needs to be done across a number of settings Times, locations and surroundings are important. Initial observations serve as a baseline for change Data collection procedures: 1. Select problem behaviour to be modified (most critical one). 2. Choose a data collection system 3. Implement it 4. Summarize and assess the findings 5. Use the data to determine the function of the behaviour Remember C.O.R.: Countable, observable and repeatable
Data collection systems • ABC Recording Antecedent- event that occurs prior to the behaviour Behaviour – the response to the request Consequence – the consequence as a result to that behaviour
• Frequency The number of times a behaviours happens during an identified time
• Interval Setting intervals and recording how often it happens during that time
• Momentary Time Sampling Setting up an interval of time and if it happens before the interval is over then it is recorded
• Duration Records the specific length of time something happens
• Latency Recording the length of time between the presentation of the antecedent and the responding behaviour
B.O.A.T.S- Assessments • Assessment is the interpretation of data collected by observation. • Students will change behaviour only when it is clear that a different response will more effectively get them to that outcome.
FBA- Functional Behaviour analysis Best completed by a team, decide: •What does the student get or obtain from a behaviour? •What does a student avoid or escape from with that behaviour? The process: 1. Define the problem behaviour and the setting 2. Hypothesize the function of the behaviour 3. Priortize the problem behaviours and what should be addressed 1st 4. Collect data and observations on that behaviour 5. Define what the student needs to know or do 6. Create a positive behaviour support plan 7. Evaluate and monitor on a regular basis
B.O.A.T.S- Teaching •
• 1. 2.
Modifying the behaviour you want to replace with something more acceptable Need to work towards 2 goals What to teach How to teach
KUDo-all teaching strategies should include KUDo – What the student is expected to know, understand and do
B.O.A.T.SB.S.P.- Behaviour support plans • A written plan to teach and reinforce desired behaviours and to reduce and provide consequences for problem behaviours.
This may involve changing the behaviours of the school, peers or even family members. Even changes to the environment may be needed
B.O.A.T.SSelecting desired behaviours- P.A.M. All goals should be Achievable in a time limit
• Desired goals sould be P.A.M.
friendly-
• PRACTICAL • ACHIEVABLE • MANAGABLE
Relevant to the needs and functions of the problem Positive and enabling Understood by staff and students The goal should be written to include the following components: Behaviour- what they need to do Conditions- when where and under what circumstances Criteria- the standard or expectations for performing
B.O.A.T.SThings to consider •
Skill or performance deficits Does the kid have the skills to perform the task? If they do not have the skill use prompts, cues, positive reinforcement or matching correct performance
Consequences Does the student respect the consequence? Consequences should be: •Arranged depending on the behaviour •Meaningful to the age of the child •Enforceable •Communicated in advance •Based on the history of the student •All adult understand and enforce them •Administered with a brief verbal warning or visual cue
B.O.A.T.STypes of consequences Positive reinforcement
Negative reinforcement
Something that the student see as positive happens when the desired behaviour occurs.
The removal of a negative when the desired behaviour occurs
Effective reinforcement System Positive reinforcement that •Strengthen the new behaviour •Encourage infrequent positive behaviours •Serve as a model to others •Establish positive relationships •Build self control
B.O.A.T.SReinforcement scheduals • Every time reinforcement is scheduled, it needs to be paired with a verbal statement Common schedules: •Continuous- each time it is displayed they are rewarded •Intermittent reinforcement- Some of the time, not always rewarded •Fixed ratio- A predetermined number of responses •Fixed duration- A predetermined amount of time •Fixed interval- A scheduled amount of time that a task happens in a specific duration •Variable reinforcement- After a specified but changing interval •Differential reinforcement- Reinforced for certain behaviours but not all
• Strategies must match the student’s needs and interests. E.R.A.S.E. helps to organize this concept • Explain- what is the problem behaviour • Reason- What she is getting out of or avoiding • Appropriate- what do you want them to do instead • Support- how can you help the student • Evaluate- how do you know it works
B.O.A.T.S- Strategies Attention/obtain power or control:
Include student in planning/ problem solving
Include student family
Flexibility in daily schedule
Shorten time involved in activities
Some say where they sit
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Increase person control or choices
Suggest own learning
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Increase opportunities for positive attention and friendship
Select the order of assignments
Teach how to check own work
Constructive breaks when needed
Identify one adult as their contact
Peer buddy system
Join community groups
Increase student knowledge of others
Reinforce respect and responsibility
Cooperative groups
Rewards for group work
Opportunities for leadership
Encourage a mentor with another student
Assignments that guarantee success
Give classroom responsibilities
Showcase their talents
Directly teach grooming and self monitoring
Involve them in community services
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Increase student status, self esteem or image
Anything that helps to increase a sence of belonging and independence
B.O.A.T.S- Strategies • •
Escape or avoidance Increase person control and choices • Increase self esteem • Strategies that are linked to their strengths and interests • Match instruction to their strengths and interests • Ensure work is at their level • Teach communication skills • Match tests and responses to their strengths and interests • Desired behaviour is reached by helping them achieve mastery over the skills they are avoiding Specific strategies that help
Give personal choices
Increase self esteem or image
Match strategy to strengths and interests
Teach deficit skills
Work is the right skill level
Provide visual and verbal cues
Use small groups and teacher directed
Use small groups and student directed
Cooperative group work
Rewards for effective group work
Groups are short timed and focused
Written directions
Clear assessments
Differentiated questions (bloom)
Review work and practice with a partner
Pick own study partner
Mentor program
Material that matches student’s interests
Real life examples
Material applied to own community
Limit competition
Teach note taking
Natural chances to practice
Demonstra te learning in different ways
Teach test taking skills
Teach relaxation techniques
Special provisions
Alternate
Teach clear criteria and rubrics
assignments
assignments
B.O.A.T.S- Strategies 2 Self regulation or stimulation: •Increase personal choices and control
Increase person control and choices
Match teaching to their strengths and interests
Match responses to their strengths and needs
Increase student status and self esteem
Self regulation skills
Opportunities for movements
Staff understanding of sensory difficulties
Sit where it best fits their needs
Leave the classroom when needed
Design the classroom with less distracters
Limit access to peers
Awareness of sensory difficulties
•Increase status, self esteem and self image
Increase comfort and security
Decrease disruptions
Expectations are exceeding clear
•Provide opportunities for movement in the school and classroom.
Limit unengaged time
More page 65-67
•Teach to their strengths and interests
•Match instructional activities to their strengths and interests •Match test responses to their strengths and interests. •Develop sensory activities
•Teach self management skills
Other techniques
Behave Strategyto teach individual social skills More strategies can be found below: Problem solving
p. 70
Body form Joining in
Starting a conversation Conversations skills
p. 71
Playing cooperatively Being left out Accepting no Recognize express feelings Solving arguments Self control Teasing
p. 72
Thanks and acknowledgements to • ATA Special Education Council 2005,” BOATS (Behaviour, Observation, Assessment and Teaching Strategies)” http://www.specialeducation.ab.ca/index.php ?option=com_content&task=view&id=39&Ite mid=62