20260721-ea103

#lecture

shape

Debra Walsh speaks aug4 -8

puzzle Functional Behaviour Assessment you will be asked to data track and fill out a document

ABC antecedent bhaviour consequence

positive behavior support plan result of the FBA student centered provides strategies to help with the tricky behaviours. strength based. trauma informed lense

ffff fight flight freeze fawn - stress response

functions of behaviour SEAT

positive behavior support

positive behavior support plan individual, built by teams of specialists. positive behavior intervention school wide team based proactive approach to identify teach and monmitpor appropriate schoole behaviour through positive reinforcement… "code of conduct"

components

1. clear expectations
2. direct teaching
3. positive reinforcement
4. consistent consequences
5. data-driven decisions

why? person-centered and proactive

pbsp

understand why the behaviour -> build a plan from positive student centered plan that matches the function of behaviour

data collection

strength based student profile - IEP if exists, template from LST preference assessment observations ABC Assessment of lagging skills and unsolved problems

strength based student profile - get to know your student important for positive behavior support plan

Observations:

• direct observations
• structured
  • ABCs - could be ongoing basis
  • Scatterplots
  • Frequency and Event Recording explanations will be given if we are asked to participate. "when would you like me to do that?"

replacement behaviours

maintaining consequence

• positive reinforce,ent
• the outcome or response that reinforces and sustains a behavior over time. IN the context of BA the concequence that continues to make the behavior efrfective or rewarding for the individual – whether positive or negative.

behavior pathways

strategic analysis of the problem:

• what is hte prob behav
• how does the env change before
• what could be triggering
• how does env change after beh
• how is it working for the student

Targeted interventions:

• what are some ways to minimize triggers?
• what are some possible reinforcement strategies?
• what are some replacement behaviors to be taught?
• what prerequisite skill may be missing?
• what are suggested curricular accommodations?

Start with the behaviour, what does it look like what does it sound like

dont feed the thing you want to starve

Behaviour: obvservable, what does it look like