The increase of challenging behaviour in Australian schools has been highlighted as a major concern (SPE 3005, Module 1, 2016). This is particularly challenging for teachers who are responsible for planning and implementing behaviour management in their classrooms (SPE 3005, Module 1, 2016). Functional Behaviour Assessment (FBA) has a proven history of being an effective process for identifying reasons behind students challenging behaviour and planning interventions to both prevent and remediate challenging behaviour in the classroom (Scott, Alter & McQuillan, 2010). This essay aims to define challenging behaviour and discuss how an FBA approach can be utilised to prevent and remediate challenging behaviour. Challenging behaviour in the …show more content…
ABA, based on the work of B.F. Skinner views behaviour as learned, measureable and reinforced by the environment in which it occurs (Chandler & Dahlquist, 2015; SPE 3005, Module 3, 2016). ABA is the practical application of behaviour theory utilising the information gathered during FBA (Ayre, 2016). FBA is a process undertaken to gather information about challenging behaviour that can be used to design a behaviour intervention plan (BIP). PBS is a preventative approach that focuses on providing a safe learning environment that reduces the incidence of challenging behaviour (Carpenter & Thompson, 2010). Bronfenbrenner’s ecological systems theory identifies the classroom as a microsystem and highlights the importance of examining the environment in which the challenging behaviour occurs (SPE 3005, Module 3, 2016). Incorporating behaviour theory and ecological systems theory will ensure a comprehensive approach to behaviour management (SPE 3005, Module 3, …show more content…
The FBA model can be used proactively to predict times when challenging behaviours are more likely to occur and implement positive classroom management strategies to prevent their occurrence or decrease the intensity (Chandler & Dahlquist, 2015). Another key goal of FBA is to remediate challenging behaviour by identifying the context in which it is occurring and the antecedent variables that trigger the behaviour and teaching the student appropriate behaviour that will achieve the same functional outcome for the student (Chandler & Dahlquist,
Psychology is the deliberation of the mind and behavior and it pursues to assimilate people by comprehending mental function and social behavior. It reconnoiters the neurobiological and physiological developments that can initiative cognitive functions and behaviors. However, which motivates to apprehend mental procedures that thrusts psychologists to learn about the normal and abnormal behavior. And how we people adapt to these behaviors. Which bring us to question how we differentiate between adaptive and abnormal behavior? Both behaviors are completely different from each other because every society and culture has different understanding and perspective of adaptive and abnormal behaviors. What we believe as being adaptive and
Within the school system it is essential to demonstrate expected behaviour, values and attitudes to children and young people. In order to be able to effectively teach, pupils need to have good behaviour in school, and develop a positive attitude towards learning. There are many ways in which a school can help children and young people to know what the expected behaviour are, these can be through school- pupil agreements, behaviour policies and consistency throughout the school when dealing with issues of behaviour. Charlie Taylor, a head teacher of a special school, is the Governments Expert Advisor on behaviour issues in schools. After a behaviour summit with other head teachers from some of the most deprived schools, he published a checklist on the key principles for improving behaviour in schools.
Tidwell, Amy, K Brigid Flannery, and Teri Lewis Palmer. "A Description of Elementary Classroom Discipline Referral Patterns." Preventing School Failure 48.1 (Fall 2003): 18. ProQuest Education Journals. ProQuest Information and Learning. Coll of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
As Applied Behavior Analyst, we seek to modify a behavior social significant behavior. Our effectiveness can only be measured how much the behavior we set out to modify is changed to a degree in which it makes a difference in the social situations the behavior occurs in. Baer said that this was not a scientific measurement, but a practical one: "its power in altering behavior enough to be socially important, is the essential criterion” (Cooper 17-18). The effectiveness of the research of an ABA effect both the clinical and educational applications of ABA because these cases are the bases of how ABA grows and changes. They are the way we learn and master our field. Even if modifications are later made to older experiments, without them we would not know where to
Creating ways to handle problems with guidance approach are very much like a journey to me. Teachers practice guidance when they help children to learn from their mistakes, rather than punish them for mistake they make, and it should not be considered as misbehaviour, but as mistaken behaviour. This reminds us that Child is just at the beginning of a lifelong learning process. At this stage we all make mistakes. Mistaken behaviour is made up of three different levels which in themselves explain each level in the learning process as they lack the experience and interaction to know the difference and therefore make errors in judgement in their actions. The three levels
Positive Behavior Interventions and Supports Positive Behavior Interventions and Supports (PBIS) is a framework that many schools in the United States use to promote positive behavior by their students and determine how to respond to misbehavior. Often used interchangeably with School-Wide Positive Behavior Supports, or SWPBS, the structure of PBIS is based on a proactive, positive approach in which the goal is to teach positive behaviors and prevent undesirable or dangerous behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2017). The PBIS framework strives to enhance student behavior by teaching constructive practices. History
...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
4. Monitor how you are doing in achieving the goal of eliminating your self-defeating behaviors.
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...
The relationship between personality and behavior. Does our personality cause the behavior to stay calm or go on a rampage? People all over the world have different types of disorders and a certain disorder is called a personality disorder. Arguments from researchers have been made whether or not with someone who has a personality disorder has anger problems and is a danger to others (Davison, 2012). Behavioral problems come from social-cultural influences such as presence of others, the media and peer influences (Myers, 2014).