Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviour in Alberta

SchoolsDwaine M Souveny

Central Alberta Regional Consortium2010-2011

D.M. Souveny Understanding

Student Behaviour

Supporting Positive Behaviour in Alberta Schools

Key Element # 7Fair & Predictable

ConsequencesMarch 15, 2011

Dwaine M SouvenyCentral Alberta Regional Consortium

2010-2011 [email protected]

Supporting Positive BehaviourIn Alberta Schools (2008)

A School Wide Approach

A Classroom Approach

An Intensive Individualized Approach


Student Behaviour


10 Key Elements

Key Element 1: Positive RelationshipsKey Element 2: Learning EnvironmentKey Element 3: Differentiated Instruction (DI)Key Element 4: Understanding Student BehaviourKey Element 5: Social Skills InstructionKey Element 6: Positive ReinforcementKey Element 7: Fair and Predictable Consequences


Student Behaviour


Key Element Seven: Fair and Predictable Consequences

Motivation

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

Creating Choices With Creative Consequences: Positive Consequences

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

Key Element #5: Fair and Predictable

Consequences

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

Discipline

Means “to teach”

…it is about learning not about retribution or revenge


Student Behaviour

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

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

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

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


Student Behaviour

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


Student Behaviour

What is the problem with the following sequences?1)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.

2)Peter, who has Autism, sent out of the room whenever he becomes agitated

3)Betty gets into a verbal confrontation with Sally – she is sent to the principal’s office to work – during the time in the principal’s office she completes her homework


Student Behaviour

Positive Reinforcement:Classroom 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

Suspensions and Expulsions

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


Student Behaviour

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

4:1

Success Summed Up

1. Preparation = Prevention2. Desired Behaviours must be taught and

reinforced. 3. Undesired behaviours must be consistently

followed by a reductive consequence

Supporting Positive Behaviourin Alberta Schools

….stay tuned& invite a friend

Next time: Collaborative TeamworkApril 19, 2011

Email or phone me 403 506 [email protected]

Supporting Positive Behaviour in Alberta Schools

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