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Positive Behavioural Support for Students with EBD

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Caitlin Komorowski

on 31 July 2013

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Transcript of Positive Behavioural Support for Students with EBD

Positive Behavioural Support for students with EBD
What is EBD?
EBD, also known as Emotional/Behavioural disabilities, can manifest very differently from student to student in the classroom.

There is a difference between general behaviour problems, and behaviours that constitute EBD (Evans, Harden & Thomas, 2004).

In academic situations students with EBD are more likely to act out, fall off task and defy rules (Salmon, 2006).
What is Positive Behavioural Support?
Positive Behavioural Support (PBS) is a comprehensive, research-based, proactive approach to behaviour support that strives to generate comprehensive change for students with challenging behaviour (Ruef et al, 1998).
Alter the Classroom Environment
Increase Predictability and Scheduling
Increase Choice Making
Make Curricular Adaptations
Teach Replacement Skills
References
Evans, J., Harden, A., & Thomas, J. (2004). What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research. Journal of Research in Special Education, 4(1), 2-16


Ruef, M. B., Higgins, C., Glaeser, B. J. C., & Patnode, M. (1998). Positive behavioural support: Strategies for teachers. Intervention in School and Clinic, 34(1), 21-32


Salmon, H. (2006). Educating students with emotional or behavioural disorders. Law & Disorder, 1, 49-53

This process involves:

-identifying the purpose of challenging behaviours

-teaching alternative responses to the behaviour

-consistently rewarding positive behaviours

In addition, the teacher must minimize the physiological, environmental, and curricular elements that trigger challenging behaviours (Ruef et al, 1998).
What does it mean?
Remember....
PBS Strategies
1. Alter the classroom environment
2. Increase predictability and scheduling
3. Increase choice making
4. Make curricular adaptations
5. Appreciate positive behaviours
6. Teach replacement skills
Scenario 1
Scenario 2
Scenario 3
Scenario 4
Scenario 5
Scenario 6
Katie intrudes in other students workspace. When the other students do not pay attention to her, she gets angry and starts bumping into desks to distract the class.

What can be done?
Provide a separate seating area or study carrel.
Consider traffic patterns.




Too much or too little space can be a problem.
Create clearly defined workspaces or learning centers.
Michael causes extensive disruptions in the classroom, especially when he does not know what is going on.

What can be done?
Post routines, daily and weekly planners for easy reference.
Prepare students for any change from their routine.
Use a variety of cues to alert students before a change of activity.
Johnny will refuse to complete the tasks his teacher assigns. He will just sit at his desk.

What can be done?
Allow students to choose between tasks or provide them with options on how to complete their work.












This does not mean allowing them to control a situation or allowing them to do anything they want.
Clara only likes to do complete certain tasks. She has significant behavioural issues otherwise. Her teacher is struggling to determine why this is.

What should he consider?
Think about the nature of the task.







Is it: too easy/too hard?
too long/too short?
too fast/too slow?
If so, adjust the tasks as needed.
Make sure to provide a variety of tasks.










Teach students using different modalities.
Allow for students to provide peer support to each other. This has many benefits beyond behavioural support.
Stephanie has always had problems behaving in classroom. Punishment has never been effective to negate these behaviours.

What can be done?
Appreciate positive Behaviours
Make sure the student is aware of the difference between a good and bad behaviour.
Take advantage of positive reinforcement. Determine the right rewards, then reduce them over time.
Carter acts out in class. No matter the situation, he is always a distraction to the teacher and his peers.

What can be done?
Identify the purpose of the challenging behaviour (attention seeking, escaping work, etc.).









Choose an alternative replacement behaviour that will same similar consequences for the student (eg. they will still receive attention, but in a positive manner).
*Replacement skills will be student specific*
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