Fourphases - Grade: 100 PDF

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The Four Phases of the Behaviour Management Cycle Reference Material The cycle of behaviour management has been designed to assist us in understanding the

Gathering information is used to determine what is motivating/triggering behaviour and occurs in three ways: 1. Review existing documentation

•

Read the Safety Plan

•

Read the I.E.P.

•

Read the O.S.R.

•

Review external reports such as Community Mental Health Reports,

various elements that contribute to successful

psychiatric reports and paediatric

behaviour management. The four phases -

reports. Ensure consents were

Information Gathering, Action, Review and

signed to release information to all

Debrief and Next Steps - are equally important

relevant members of the team

in establishing successful strategies.

Information Gathering Phase The information gathering phase is used

(principal, teacher, EA, C.Y.W.) •

2. Observe and interview others

•

when: The school year begins

•

You receive a new student

•

Negative behaviour occurs (when you

•

struggling)

Ask colleagues to observe the student with you and offer feedback

•

Observe the student with peers, family and others if possible

have a current student that is

•

Observe the student in various settings and with different adults

•

•

Any other relevant documents

•

Speak to the student’s parents

You have concerns about a student and

informally and/or formally to gather

are unsure how to intervene

any additional relevant information

You have dealt with negative behaviour

•

With consent, call and speak to previous teachers, E.A.’s, C.Y.W’s

and are now trying to better understand what happened and prepare for any future behaviour

3. Document behaviour •

Complete a Functional Behaviour Assessment (see FBA tip sheet)

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•

•

Write/modify an I.E.P. – this will

For non-verbal students it is important to

help you pull together a

determine what function the behaviour serves

comprehensive plan

(social, sensory, cognitive). Using an FBA is

Write a Safety Plan if needed (See

highly effective.

SP tip sheet) •

Record any questions you have, that need to be addressed

•

Ask team members to document

Gathering information allows you to identify possible risk and protective factors. This identification will assist you in determining how best to intervene.

behaviour •

Create a list of possible risk and protective factors and identify whether you have influence over these or not.

Gathering information is a critical step in determining what factors may be influencing student behaviour. Many individuals find this a time consuming step and bypass possible strategies so that they can simply get on with managing the behaviour. Doing so often results in repeated behaviour problems and patterns of behaviour that are even more difficult to interrupt. Remember to consider all of the influences at an Individual, Secondary, Community and Social System Level. This step is critical and should never be bypassed if interventions are to be successful. Gathering information allows us to prevent many behavioural situations.

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Action Phase In a school setting, three types of Action

In managing any of these situations, the action phase provides you with effective techniques and strategies to draw upon.

scenarios may occur. 1. The day to day behaviour of students In these situations, the Action Phase will provide you with strategies, effective skills and

Knowing the Difference between a crisis and an emergency: •

Behaviour and serious emergencies are often referred to as a crisis or crises.

questions that will help guide your interventions.

•

Crisis, as defined by crisis theory refers to a perception or experience that

2. A student in your school may experience a personal crisis so debilitating their behaviour becomes out of control

exceeds a person’s resources and coping mechanisms (James and Gilliland, 2005)

For example, a student is so distraught over an event that they decide to hurt themselves

•

Crisis states often last several weeks,

or to harm others. In such instances, this can

usually subsiding within one to two

be understood as a personal crisis that has

months if successful resolution occurs.

become a school emergency. The action phase will help you to decide if this is an emergency you can manage with the staff team you have

•

An emergency is a situation where serious risk of injury is imminent and requires an immediate response.

or whether you need to bring in emergency personnel such as police. 3. When your school is faced with a school emergency This means that an event has occurred that

For more detailed information on crisis theory and intervention, see the reference package – Crisis Management in the Community (Rosen) provided in your handbook.

has become a school emergency and many students in your school are at risk. In these instances, you should follow your Board’s

The action phase consists of several

policies and procedures for school

components and refers to any effort, whether

emergencies.

non-verbal, verbal, physical, or a combination of these, that educators use to manage the behaviour.

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In an effort to understand all of the complex

will help the student – for some

and varied interventions that are available,

students this is a trigger)

BMS describes three types of interventions: 1. Non-Verbal

Facial Expressions

2. Verbal

The messages your facial expressions send are

3. Physical

important. To communicate a message of support and helpfulness, we:

Non-Verbal Interventions • This refers to the messages we communicate to others through the use of body language, facial expressions, sensory stimuli and

emotional reasons exist not to) •

students, yet we fail to recognize that often they are in conflict with the messages we

Relax your facial expression (no furrowed brow, raised eyebrows,

unknown non-verbal triggers. These messages are usually communicated clearly to

Maintain eye contact (unless cultural or

disapproving looks) •

Smile

•

Not all students will be able to read facial expressions (non-verbal learning

intend to give.

disabled students (NLD) are unable to perceive subtle cues in their

Body Language

environment including facial

The messages your body sends to a student

expressions, personal space etc)

about how you feel are important. The message you most want to communicate when attempting to manage behaviour is one of

Sensory Stimuli

support. To communicate this, we:

Sensory stimulation is an important factor to

•

Stand supportively using the safe supportive stance (see page 8 of this document)

•

Keep arms open and relaxed

•

Avoid looking tense (if possible)

•

Face the student

•

Use proximity control (move closer to the student if you know this strategy

understand. Many students are easily aggravated through sensory stimulation. Understanding sensory issues will help to prevent aggravating an existing situation if we are aware of potential triggers such as: •

Persistent repetitive noises (tapping pencil, gum chewing)

•

Strong smells such as perfume

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•

Loud noises such as announcements, loud voices, the National Anthem, etc.

•

Bright lights

Special sensory needs can also be identified for special populations such as children with Asperger's Syndrome, ADHD, Tourette’s Disorder, Autism and others.

Verbal Interventions This refers to the messages we communicate to others through the use of spoken language. It is important to communicate clearly with the desired intent if we expect to influence behaviour successfully. There are three ways in which behaviour emerges verbally, they are: 1. Questioning 2. Refusing

Unknown Triggers

3. Venting and Intimidating

An unknown trigger refers to any factor that may influence behaviour that you may not be aware of. The only way to identify these factors is by gathering information as we

1. Questioning – Two Types:

identified earlier. Some possible factors may •

be:

Challenging your authority – “Who are you to tell me what to do?”

•

You remind the student of someone

•

The student is hypervigilent. This

•

gym?”

student may have a history of trauma

• •

Clarifying– “Why do I have to go to the

or abuse

For questioning behaviour, you must first

The student responds differently to

determine if the question is challenging or

male/female educators

seeking information. If this is a challenging

The student is taking medication or

question, stay focussed on your original

other substances

request and stay calm. If this is a clarifying question, answer the question and stay on

Remember to be aware of your nonverbal messages at all times.

topic. Students who question are not always being inappropriate, some students are confused and need clarification. Always assume that a student genuinely wants information, sometimes this is enough to diffuse the

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situation. Learning disabilities may be playing

experience the venting as a release of tension

a part in the confusion. This may be an

and once it’s over, they are ready for support

opportunity to gather more information

and redirection.

about how the student processes your request. Some possible interventions include: 2. Refusing • Students may refuse to comply with your

Remove the other students and allow venting

expectation – “I won’t go to the gym!”

•

Stay focussed

For refusing behaviour:

•

Position yourself in a safe area (near the door) and maintain eye-contact

• •

Try to determine why the student is

(watch for any signs that the behaviour

refusing

may move to a physical level)

Understanding what is motivating the

•

Be reasonable, calm and supportive

refusal will help you to set reasonable

•

Re-state limits

•

Convey a willingness to help - ask the

expectations and limits •

Remember that setting effective limits

student how you can help them to get

is central to managing refusing

back on track

behaviour. Limits must be appropriate,

•

reasonable, fair and enforceable (See limit setting tip sheet) •

Get support from other educators and/or police if needed

•

Model what you expect to see

Stay calm, stay focussed Remember some students will take your

3. Venting and Intimidating

verbal directions literally. Many students do not comprehend sarcasm and inferred

Students may become very agitated and begin

meaning in language. For example, if you ask

threatening, venting and intimidating – “I

a student with Asperger’s to “pull up his

won’t &^%$*& go to the *&^*&%$ gym you

socks”, meaning to behave better, he will likely

stupid *&*%$^&!”

bend down and pull up his socks. Be clear and

For venting and intimidating behaviour, you

say what you mean.

must evaluate the situation to decide how best to intervene. In some instances, students may

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Physical Interventions

physical interventions to be used. Physical intervention remains a last resort.

BMS promotes the philosophy that managing student behaviour is best accomplished when a student develops internal control over their own behaviour. With that in mind, physical interventions are not used as a tool to manage behaviour. Physical interventions are used only in the event of imminent danger to the acting-out student, other students, or staff.

Within your class and school: • Plan strategies that you and your colleagues can use to attempt to prevent physical interventions • Discuss under what conditions physical interventions might be appropriate • Be aware of Board policies and

When considering the possibility of physical

procedures regarding physical

interventions, it is useful to have a plan with

interventions

your colleagues. Planning will help you to decide how to intervene in the event of either an unplanned (unexpected) physical

• Discuss the type of intervention (or interventions) you will use • Decide who will be involved and how

intervention or a planned physical

you will determine the roles of leader,

intervention.

observer and supporter

Unplanned interventions occur when a

• If you are the only person in your class,

student who has not required physical

determine who you can contact for

intervention previously poses a threat to self

support if needed and how contact will

or others. Planned physical interventions

be achieved

occur with students who have been identified as potentially aggressive and/or dangerous.

• Ensure that there is a school emergency support system

Physical interventions are a planned component of the student’s behaviour support

The Safe Supportive Stance

plan. Educators should use the safe, supportive This student should have an I.E.P. and a

stance as a way of standing or sitting when

Safety Plan which carefully detail the

with students. How we position ourselves

strategies that will be used to support the

affects how students respond to us.

student. They should outline what strategies

Two factors are important to keep in mind:

will be used to prevent the need for physical

1. Personal Safety

intervention and be specific as to the nature of

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• • •

Stand comfortably on an angle

A strike is when a student uses any object

toward student (not face-on)

(chair, book, hand, foot, scissors, knife, rope

If you receive a strike, you are able

etc.) and attempts to come in contact with

to protect vital organs

another individual.

Relax arms, keeping in mind you

Intervention

may need to block When responding to a strike you block and 2. Body Language •

•

Be aware of unspoken messages

Blocking allows you some protection while

(arms crossed, leaning OVER a

redirecting the force of the blow away from

student)

you and vital organs.

Make sure the message you want to project is the one you really are projecting

•

move.

Always be aware of your position when sitting (can you easily stand up and move into the safe supportive stance?)

Moving allows you to move out of the strike zone and return to a ready position. Moving away from the individual may be the safest response. Do not turn your back on the student. Maintain eye contact and back away.

Do not turn your back on a potentially violent

A grab is when a student takes hold of

student.

someone quickly, suddenly or forcefully

BLOCKS, RELEASES AND CONTAINMENTS BMS recognises that physical interventions are sometimes necessary when a student’s behaviour moves to an acting out stage that

(choke, grab clothes). Intervention When responding to a grab you release and move.

poses serious risk to themselves or to others.

Releasing allows you to free yourself from the

All of these dangerous behaviours can be

grip of the student. Moving allows you to

grouped into two types of physical actions

move out of the grab zone and return to a

(strikes and grabs), resulting in three possible responses (blocks, releases and containments).

ready position. Moving away from the individual may be the safest response. Again, do not turn your back on the student. Maintain eye contact and back away.

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How Do I Decide Whether or Not to Contain?

Containment strategies are developed as short

If de-escalating strategies ( proximity control,

term, brief interventions. They allow

comments, setting limits, distracting, blocking

educators time to get additional help in

and moving, releasing and moving) have not

extreme circumstances.

been effective in calming a student’s

Containment is considered an unsuccessful

behaviour, educators may decide that safe

intervention. Prevention and/or de-escalation

containment of the student is required.

are considered successful interventions. The risk of injury is so great that containment must be avoided if possible.

Factors to consider include: 1. The level of immediate risk – does imminent danger exist? 2. The history of the student (previous trauma, repeated containments). 3. Your relationship to the student. 4. The physical characteristics of the student (size, health factors-risk of positional asphyxiation). 5. The physical environment. You may decide to contain the student if

Strategies •

Small student containment

•

Large student containment

NOTE: It is imperative that in any containment situation, an extra team member be present to monitor the health and well-being of both student and staff (see roles during containment).

his/her behaviour is posing serious risk, such as: •

Attempting to assault another person

•

Attempting self-injury

•

Att...