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

• There are 4 components that must be taken into account

Reclaiming youth at Risk

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.

• These are strategies that all students benefit from normally in class.

Universal strategies

• For each classroom activity consider CHAMP

Common universal strategy C.H.A.M.P. Strategy

Selected verses targeted strategies

Selected Behavioural Supports work for students who do not respond consistently to 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

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

Targeted Strategies are needed for students who do not respond positively to either selected or universal strategies. -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 An IPP Increased adult support and supervision Modified instructional program Remediation in core subjects Appropriate alternate assessment procedures

• 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

B.O.A.T.S.- BEHAVIOUR

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

• Helps to determine the function of the behaviours

F.A.S.T. Functional analysis screening tool

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

• 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

B.O.A.T.S- Observations

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

• 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

Data collection systems

• 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.

B.O.A.T.S- Assessments

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

• Modifying the behaviour you want to replace with something more acceptable

• Need to work towards 2 goals

1. What to teach

2. How to teach

KUDo-all teaching strategies should include KUDo –What the student is expected to know, understand and do

B.O.A.T.S- Teaching

• A written plan to teach and reinforce desired behaviours and to reduce and provide consequences for problem behaviours.

B.O.A.T.S- B.S.P.- Behaviour support plans

This may involve changing the behaviours of

the school, peers or even family members.

Even changes to the environment may be

needed

• Desired goals sould be P.A.M.

friendly-

• PRACTICAL

• ACHIEVABLE

• MANAGABLE

B.O.A.T.S- Selecting desired behaviours- P.A.M.

All goals should be

Achievable in a time limit

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

• 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

B.O.A.T.S- Things to consider

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.S- Types of consequences

Positive

reinforcement

Something that the

student see as

positive happens

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

Negative

reinforcement

The removal of a

negative when the

desired behaviour

occurs

• Every time reinforcement is scheduled, it needs to be paired with a verbal statement

B.O.A.T.S- Reinforcement scheduals

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:

• Increase person

control or choices

• Increase

opportunities for

positive attention

and friendship

• Increase student

status, self

esteem or image

Anything that helps to

increase a sence

of belonging and

independence

Include student in planning/ problem solving

Include student family

Flexibility in daily schedule

Shorten time involved in activities

Some say where they sit

Select the order of assignments

Suggest own learning

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

• 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

B.O.A.T.S- Strategies

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

Coopera-tive group work

Rewards for effective group work

Groups are short timed and focused

Written directions

Clear assess-ments

Different-iated 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 competit-ion

Teach note taking

Natural chances to practice

Demonstrate learning in different ways

Teach test taking skills

Teach relaxation techniques

Special provisions assignments

Alternate assignments

Teach clear criteria and rubrics

B.O.A.T.S- Strategies 2 Self regulation or stimulation:

•Increase personal choices and

control

•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

•Increase status, self esteem

and self image

•Provide opportunities for

movement in the school and

classroom.

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 comfort and security

Decrease disruptions Expectations are exceeding clear

Limit unengaged time More page 65-67

Other techniques

Behave Strategy- to 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 p. 72

Solving arguments

Self control

Teasing

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&Itemid=62