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S U P P O R T I N GP O S I T I V EB E H A V I O U RA Career and Technology Studies CCS 3050 Resource

All Rights ReservedCopyright © Edmonton Public Schools, 2012,Centre for Education, One Kingsway, Edmonton,Alberta, T5H 4G9. All rights reserved. Made inCanada.Permission to reproduce student materialsgranted for individual classroom use only.Every effort has been made to trace ownershipof all copyrighted material and to securepermission from copyright holders. In the eventof any question arising as to the use of anymaterial, we will be pleased to make necessarycorrections in future printings. We endeavour toensure the accuracy of this publication; however,Edmonton Public Schools cannot be liable forany inaccuracies or omissions.Edmonton Public Schools retains the right toupdate new editions.ISBN 978–1–55378–153–0Supporting Positive Behaviour: A Career andTechnology Studies 3030 ResourceThis resource can be downloaded as a PDF filefrom: http://epsb.ca/publications/index.shtml

Contents1. Getting Started ............................................................. 1Welcome ...................................................................1Mission and goals ...........................................................1Exploring your career options .................................................22. Understanding Human Behaviour. ........................................... 3What is behaviour? ..........................................................3Learned behaviour versus reflexive behaviour ...................................4How do learned behaviours begin and continue? ................................4How do we communicate? ....................................................5Positive examples ...........................................................6Negative examples ..........................................................6Reflecting on Learning .......................................................63. What Are Behaviour Pathways?............................................... 7The ABC Behaviour Pathways model ...........................................7The STRDPC Behaviour Pathways model .......................................8Mapping the pathways of specific behaviours ..................................11Some behavioural impacts of change ..........................................12Reflecting on Learning ......................................................124. Strategies That Support Positive Behaviour. .................................. 13Redirecting to a different activity .............................................13Providing visual information .................................................14Taking active breaks ........................................................15Relaxation activities .........................................................17Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.v

Recognizing potential stresses ................................................17Providing support ..........................................................18Providing an easy or preferred task ...........................................20Providing creative activities ..................................................20Providing positive feedback for preferred behaviours ...........................21Providing cues—visual and verbal ............................................23Setting clear expectations ....................................................24Selecting strategies to support positive personal behavioural change ..............25Reflecting on Learning ......................................................285. Building Your Management Skills. .......................................... 29Communication skills .......................................................29Information management skills ...............................................32Number-related skills .......................................................35Thinking and problem-solving skills ..........................................35Reflecting on Learning ......................................................366. Aligning Supports with Specific Behaviours. ................................. 38Supporting positive behaviour for individuals with autism spectrum disorders .....38Supporting positive behaviour for individuals who bully ........................41Supporting positive behaviour for individuals with fetal alcohol spectrum disorder. 42Reflecting on Learning ......................................................437. Building Your Personal Skills ............................................... 44Demonstrate positive attitudes and behaviours .................................44Teamwork skills ............................................................47Reflecting on Learning ......................................................48References. ................................................................... 49viSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

1Getting Started“A journey of a thousand miles begins with asingle step.”Lao Tzo, Chinese PhilosopherWelcomeAre you interested in learning how tocreate and support positive environmentswith children and adults, including thosewho have behavioural disabilities? Theskills you develop in this course could helpyou decide to pursue a career, such as:• an educator• a behaviour support coach• a community home worker• a social worker.This resource is designed for high schoolstudents who would like to know moreabout basic concepts of human behaviour.You’ll look at problem behaviour, theevents that take place just before theproblem behaviour occurs, and the eventsthat take place immediately after thebehaviour occurs. Practical skills such asrecord-keeping and communicating arepart of this course. You’ll also develop skillsto help you put your new understandingof human behaviour into practice. Mostimportantly, you’ll learn strategies you canuse to support positive behaviours in anumber of different situations.Mission and goalsMissionYour mission as a school staff member,community home worker, social workeror behaviour coach is to help individualsdevelop positive behaviours and reduceproblem behaviours.GoalsYour goals will be to:• examine human behaviour• develop an understanding of positivebehaviour supports• learn a variety of strategies for fosteringindependence• learn a variety of strategies forsupporting positive behaviour• develop basic skills to help you:– communicate– manage information– use numbers– think about and solve problems• develop personal management skills tohelp you:– demonstrate a positive attitude andbehaviour– be responsible– be adaptable– learn continuously– work safelySupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.1

• demonstrate teamwork skills to helpyou:– work with others– take part in projects.Exploring your career optionsTo pursue a career as an educator,community home worker, social workeror behaviour coach, you could explorethe programs described on the AlbertaLearning Information Service websiteat http://alis.alberta.ca/. This websiteoffers a list of Alberta programs andpost‐secondary institutions where you canget further training in specific career areas.Alberta Learning Information Service(ALIS) website2Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

2Understanding Human Behaviour“Always assume that a motivation for a particular[problem] behaviour is positive but expressed in anegative way.”Richard L. Curwin andAllen N. MendlerProblem behaviour can interfere withlearning and relationships. Somepeople, for a variety of reasons, may notunderstand acceptable social behaviourand may be unable or unwilling to meetbehavioural expectations at home, at schoolor in the community.One model that has proved useful toschools and other support agencies is thethree-tiered model of positive behavioursupports.What is behaviour?A simple definition of behaviour is thatit is anything an individual may say ordo. Another way of defining behaviour isactions an individual takes in relation tothe external environment, in combinationwith what an individual feels, knows andthinks.If we think of behaviour as something thatis said or done to achieve something, thenit follows that behaviour is for:• getting something• avoiding something• achieving a certain comfort level.Getting somethingA behaviour might serve to help anindividual obtain attention, goods orcontrol. While some individuals require agreat deal of attention, others require verylittle. Sometimes individuals who requireattention and who do not get it will resortto problem behaviour, such as talking out,swearing or disrupting others. Sometimesindividuals become aggressive when theywant to obtain something. To gain controlof situations, they may confront others andpush their way around.Avoiding somethingSome individuals may prefer to act outand be disruptive rather than be askeda question in a group situation. Theseindividuals believe that it is better to avoidbeing asked the question, because theymight appear stupid if they don’t knowthe answer. Being disruptive might resultin their being asked to leave the group,which would accomplish their goal.Another avoidance technique is to lie orcheat so that undesirable consequences ofbehaviour are avoided. An example wouldbe a student who did not understand themath homework and thus did not do it, butwho doesn’t want to let the teacher or otherSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.3

students know this. To avoid appearingincompetent, the student pushes anotherstudent’s books off a desk and starts afight. The teacher responds by asking thedisruptive student to leave and—voilà—hehas solved his immediate problem andavoids having to face consequences for notcompleting homework.Achieving a certain comfort levelSensory stimulation, or lack of it, relatesto physical comfort. When an individualis uncomfortable, he or she behaves in away that he or she hopes will bring somecomfort. It may be that the individualhasn’t developed skills that would allowhim or her to regulate, or make normal,the stimulations in the environment. Theindividual may be bored or may be overstimulated.Understanding the purpose ofthe behaviours helps us better understandan individual’s behaviour. For example, anindividual may feel nervous when in groupsituations and find it difficult to sit still. Toease his tension, he fidgets in his seat orgets up and walks around. This behaviour,though disruptive to the rest of the group,gives the individual some level of comfortin the tense situation.The seven sensory areas are seeing,smelling, tasting, hearing, touching,vestibular (moving) and proprioceptive(body awareness). These senses regulateour ability to experience, understandand respond to our environment. Forsome individuals, the stimulation in theenvironment is too rich. For example, if theenvironment is too auditory, the individualmay behave in a way to make the soundsstop. Such an individual might like to sit ina library cubicle to read so that the soundsof the other readers are not so intrusive.Other individuals might not find enoughstimulation in the environment, so theyseek further stimulation in order to feelcomfortable. An example would be anindividual who moves around the roomwhen everyone else is sitting still.Learned behaviour versusreflexive behaviourIt’s important to remember that behaviourhas a purpose or function. For example,an individual might stand on a chair inthe library either to reach a book on a highshelf or to attract attention. Although thebehaviour in both cases may look the same,the purpose is different.Some of our behaviour is a physicalresponse to stimulation, such as pullingyour hand away quickly when it touchesa hot surface, or sneezing at dust, or theknee-jerk reaction that happens when adoctor taps on your knee with a rubberhammer. This is called reflexive behaviourbecause it involves our reflexes.Most behaviour, however, is learned.Since this is the case, it can be changed.Individuals can learn new behaviours toreplace old behaviours.How do learned behaviours begin andcontinue?Behaviour begins when a purpose needsto be met. But how do we learn to repeata behaviour? Some theorists believe welearn by making mistakes. When we tryto accomplish something and our methoddoesn’t work, we still want to achieve ourgoal, so we try something else. Eventually,we rule out the processes that failed andadopt the process that works the best forachieving our purpose. An example of thistheory would be a child learning to talk.As the child forms sounds, some soundsare more successful than others. When thechild forms the word juice, the reward isgetting the drink of juice—or, at least, thesatisfaction of having communicated thatjuice is what the child wants (sometimesMom or Dad will decide baby has hadenough juice). All the other sounds thechild made en route to saying juice can bediscarded, because they didn’t work. Thisexample also demonstrates how learnedbehaviours continue, because now that the4Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

child can communicate juice, she can learnto communicate this in improved ways. Shecan specify apple juice or pear juice. She canadd words like please and thank you. Shecan build on her learning to make it moreeffective.Learned behaviour is affected byreinforcement. In a positive sense,reinforcement would bring about asatisfying result: baby gets the juice. In anegative sense, reinforcement would leadto an undesirable outcome: baby screamsfor the juice and is denied.How do we communicate?We communicate our emotions andother messages through our behaviour.Sometimes we are not aware of themessage or emotions, because ourbehaviour happens quickly in responseto situations. Yet we learn to behave insocially acceptable ways so that we can feelwe belong.Humans are social animals. We live infamilies and participate in group activities.Our behaviour communicates who we areand what we want when we are with otherhumans. At the same time, the family’sand the group’s behaviours are alsocommunicating emotions and messages tous. We usually try to behave in ways thathelp us belong to the group. At the sametime, we all have individual needs. Theway we respond to social situations canspeak as loudly as if we were using words.You can probably think of a numberof ways that you have learned tocommunicate what you, as an individual,want. From our earliest years we havebeen taught to say “please” and “thankyou.” Giving compliments is another wayof communicating that we appreciateanother person’s abilities. These are waysof communicating respect. We are usuallypositively rewarded by using these kindsof respectful behaviours. We form newfriendships. People smile at us. People arewilling to give us second chances and tohelp out when asked for help.Behaviours that receive negativereinforcement can also continue, because,for some reason, the individual has learnedthat no matter how negative the behaviour,it still works. Examples would be swearing,interrupting or bullying. Most people reactnegatively to these behaviours, but at somelevel, the individual is being rewardedfor swearing. Or perhaps the negativeconsequences or punishment have notmade an impact.Punishment can also be the removal of areward. So if the individual swears, simplyremoving the acceptance of the behaviourmay be enough; a reprimand may not benecessary. In all cases, the individual hasto arrive at a new way of thinking aboutbehaviour and communication. He orshe may need to be taught new skills thatare more efficient and easier for them todo than the behaviour they are currentlyusing.ReinforcementWhen the consequence to a behaviourincreases or maintains the behaviour,then we say the reinforcement is positive;it has a positive effect on the behaviour.For example, an individual volunteersher opinion during a discussion (thebehaviour) and the listeners appreciate herpoint of view (the reinforcement). The nexttime there is a discussion, the individualvolunteers her opinion again (the positiveaspect of the reinforcement).Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.5

When the consequences cause thebehaviour to stop, the reinforcement issaid to be negative. Often it is used in away that can be avoided. For example, ifa teacher were to require students who donot volunteer their opinions during classdiscussion to write an essay explainingtheir point of view for the next class, moststudents would consider this a negativeconsequence. They would therefore bemore likely to speak up voluntarily duringthe original discussion.Negative examplesA negative example of modellingbehaviour on someone is when the modelis inappropriate. If an individual is bulliedand yet finds the person doing the bullyingas admirable, then the bullied individualwill also use bullying behaviour. Forexample, if the bully is someone to whomthe individual looks up—then, even thoughthe individual is abusive, the behaviour isconsidered to be acceptable.Positive examplesMuch of our behaviour is learned throughobserving how others behave and thentrying the behaviour out for ourselves. Wewatch other students in the class completea project and we notice that they havea number of strategies for doing so. Weadopt some of these strategies and find thatit is easier to finish a similar project.Reflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you knowabout behaviour and what you see practised in different situations?• What key information or idea in this section would you be interested inexploring further?6Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

3What Are Behaviour Pathways?“Students who feel valued and accepted, seethemselves achieving, feel both physically andpsychologically safe in school, are engagedwith learning and have a say in what concernsthem, are more likely to behave in pro-social andcooperative ways. It is the expression of negativeemotion that, for the most part, causes the greatestdifficulties in school.”Sue RoffleyMany individuals who behaveinappropriately are unable to explain whythey behave the way they do. For thisreason, psychologists, behaviour coachesand researchers have come up with ways tofigure out why certain behaviours occur.The way we think and feel impacts the waywe behave. Fear or anxiety, for example,might make us think that specific situationsare dangerous and we might behavedefensively or aggressively, or try to runaway from the situation.Behaviour pathways models help us toexplore behaviour. By mapping out thebehaviour, it is possible to:• see what happened before the behaviour(which helps us understand what theindividual was thinking or feeling)• define the behaviour• record what happened after thebehaviour.Behaviour pathways take into account thewhole situation in which the behaviourtook place, including the time of day andwho was present. Where the action tookplace is important for a number of reasons.• There might be a relationship betweenthe event and the environment.• You can examine what came before andafter the event.• You can look at what happened andwhat didn’t happen in certain situations.The ABC Behaviour Pathways modelABCAntecedent or whatcame beforeBehaviour, or whathappenedConsequences, or whathappened as a result of thebehaviourThis model is useful as a way of collectingdata about an individual’s behaviour. Bynoting these three paths of a behaviour,it becomes easier to understand whythe behaviour occurred. Behaviourusually occurs to get something, to avoidSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.7

something or to achieve sensory comfort.By charting the ABCs of the behaviour, webegin to understand which of these goalsmotivated the individual, and we beginto get a better understanding of the wholecontext of the behaviour.The STRDPC BehaviourPathways modelOther behaviour pathways models involvemore steps, such as the STRDPC modelshown below.AThe antecedent, or what came before,is a way of understanding the context.Where did the behaviour take place? Whoelse was there? What time of day was it?Antecedents could also include physicaldiscomforts, social context, tasks oractivities, interactions with or behaviour ofothers.BThe behaviour describes what theindividual did. Did the individual scream,shout, punch, disrupt? Carefully considerand describe what happened.CThe consequences, or what happened asa result of the behaviour, are a way ofdescribing what others did, and what theindividual did, after the event. Did otherslaugh? Did the individual get removedfrom the situation? By escaping or avoidingthe situation, did the individual accomplishwhat he or she sought to accomplish?STRDPCSetting eventsTriggers (slow and fast)Replacement behaviourDesired behaviourProblem behaviourConsequencesAn example would be a young child whois teased by his siblings because he has justhad a haircut. The individual’s responseis to push his siblings out of the way andshout at them to leave him alone. A parentarrives on the scene, warns the childabout his aggressive behaviour and talkswith the other children about the teasing.Afterward, the siblings apologize, and thechild who was teased also apologizes forhis aggressive behaviour. They all shakehands.Setting eventsSometimes, factors from some time agoin an individual’s life impact how thatindividual behaves in current situations—for example, when an individual missesthe bus and feels upset because he is latefor work. These prior situations are calledsetting events because they have set thestage for the current event. They lowerthe individual’s ability to handle currentsituations.8Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Triggers (slow and fast)A trigger is something that causessomething else. It is an event that causesan emotional or behavioural response.In the ABC pathways model, triggers arecalled antecedents. Examples of possibletriggers are instructions, teasing or physicaldiscomfort. However, it’s not always easyto figure out what triggers an individual’sbehaviour, and sometimes the individualisn’t able to identify what caused iteither. Often you may need to know theindividual’s personal history and his or hercurrent circumstances in order to correctlyidentify triggers.Slow triggers result in behaviour at a latertime. Some slow triggers could include lackof organizational skills, lack of impulsecontrol, inability to read social situations,difficulty with abstract or metaphoricallanguage or lack of motor skills. Otherslow triggers may involve family situationssuch as ineffective parenting or stress inthe family. There might be abuse in thefamily, or health issues such as lack ofsleep, addiction or mental health issues.Sometimes peer pressure is a slow trigger.Fast triggers could include teasing ordifficult tasks such as a considerableamount of writing. Other fast triggerscould be getting negative feedback, beingtold no, or being asked to do something.Fast triggers draw out immediateresponses.Sometimes triggers are difficult to identify.This may be because:• the individual is experiencing a slowbuild-up of frustration• specific sights, sounds or smells mightmake the individual uncomfortableor might bring back an unpleasantmemory.Replacement behaviourAs mentioned earlier, human behaviouris social. Socially, we belong to a family,a peer group, a community, and so on.Inappropriate or negative behaviourjeopardizes our sense of belonging. Manyindividuals lack the ability to controltheir own behaviour. As an educator,community home worker, social worker orbehaviour coach, your job will be to helpindividuals replace their inappropriatebehaviours with appropriate ones.Research has proven that behaviour ismore effectively changed by offeringpositive replacement behaviour than byusing correction.You can do this by using one of thebehaviour pathways models to identifythe triggers and purpose of a specificproblem behaviour. The individual isreceiving some kind of reinforcementfor his or her behaviour, because he orshe has learned that it works. The goalof finding a replacement behaviour isto provide positive reinforcement forthe new behaviour. The replacementbehaviour should serve the same functionfor the individual, but be appropriate.An example would be replacing shoutingat someone with talking in a calmvoice. Both behaviours can expressanger or frustration, but the shoutingis inappropriate and the calm voice isappropriate. The positive reinforcementwould be that the individual has stillbeen able to express his or her anger orfrustration and others would be more likelyto listen to and respond positively to himor her.Desired behaviourQuite often negative behaviour occursbecause the individual lacks social skills.It may be that the individual wants tobehave in appropriate ways but has nothad such behaviour modelled by familymembers, or has not had the opportunity tolearn the appropriate skills. The individualSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.9

won’t be able to respond to either positivereinforcement or negative consequencesuntil he or she learns the desiredbehaviour.Some individuals can talk about whatthey are supposed to do but are unable toact in the way they have described. Theseindividuals need instruction and guidedpractice to perfect the desired behaviour.Think of learning to shoot a basketball ordrive a car. It’s possible to describe whathas to be done, but it takes many tries tomaster the skill.Just as individuals learn to shoot basketsand solve math problems, so can theylearn to manage their emotions and actappropriately. Many individuals withbehavioural difficulties have missed out onlearning social skills that come naturallyto others but might not come naturallyto them. They also may not know how toregulate their emotions.At this stage of the pathway, the desiredbehaviour is identified and the requiredsocial skills are mapped out. Then asupport plan can be developed.Problem behaviourSome individuals refuse to reduce theintensity of their behaviour. What starts asaggressive behaviour gets worse. Not onlyare others at risk, but the individual is indanger of hurting himself or herself.Organizations, including schools andcommunity homes, typically establishpolicies and procedures for dealing withsuch behaviours. These policies shouldestablish procedures to both prevent andmanage the at-risk behaviour.To keep everyone in the organization safe,the staff need to:• develop an individual behavioursupport plan to address problembehaviours in a step-by-step manner• focus on preventing the behaviour andon developing replacement behaviours• include plans for addressing similarsituations in the future• train staff who are involved to usenonviolent crisis intervention—thistraining is an intensive course taught bya qualified instructor• develop a communication plan thatensures staff can directly communicatewith each other, through intercoms orcell phones, for example, using a codeword for the type of help they need• develop a communication plan to letparents, guardians or others know whathas happened.ConsequencesHuman behaviour is influenced bythe positive or negative consequencesthat follow the behaviour. Positiveconsequences reinforce behaviour andencourage the individual to repeat it.Negative consequences could preventthe behaviour from recurring. However,this is not always the case. When using abehaviour pathways model to work withan individual, it is important to note theeffect of the behaviour’s consequences.An individual can learn from negativeconsequences. When an individual isdisruptive in a group setting, the goal is toreceive attention, so any attention—evennegative consequences—reinforces thebehaviour. For example, if an individualis criticized for disrupting the group, thatperson has learned one new way of gettingattention.Individuals learn behaviour throughconsequences, but they also learn throughobservation and through feedback frompeers and others (including behaviourcoaches or educators). So even thoughresearch supports the effectiveness ofoffering positive replacement behaviour,there will be situations when correctionworks better for teaching an individualabout problem behaviour and itsconsquences.10Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Mapping the pathways ofspecific behavioursTo map the pathways of specificbehaviours, you need to collect data thatwill help you understand the purposeand context of the behaviour. That datawill help you choose specific strategiesfor addressing the problem behaviour.Collecting data will also help you recognizewhen the behaviour is improving.You will need to collect data about specificbehaviours for three to five days, or overa longer period for behaviours that don’toccur frequently enough within thattime. Make sure to collect data about thebehaviour’s antecedents and consequences.It’s also important to keep collecting dataafter you have the three to five days’worth of baseline data, because ongoingdata collection will tell you how well anyintervention strategies are working.The chart below shows one way of usingdata to map a specific problem behaviour.Specifythe behaviour• Focus on the most serious behaviour.Choose datasystem• ABC recording: record antecedents, behaviour and consequences.• Event recording: count the number of times the behaviour occurs.Assess• The support team working with this individual will work together toidentify the function of the behaviour.Use theanalysis• The support team will choose desired replacement behaviours andselect strategies.• The team will create an individual support plan.A sample process that could be used for mapping the behaviour pathway follows.1. Choose the ABC recording data system.Name of individual _________________________________ Date ___________________Target behaviour ____________________________________________________________Time and Setting Antecedents Behaviour ConsequencesSocial Studies classFast triggers:The teacher gives theclass a unit test.Slow triggers:The student is anxiousabout test-taking andalso has difficultycontrolling his or herimpulse.The student talksloudly to himself orherself at his or herdesk, mumbling that heor she does not knowthe answers and thequestions are stupidanyway.The teacher warned thestudent to work quietlyand independently.The teacher askedthe student to leavethe class.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.11

2. Identify the behaviours that needto change. With this example, theindividual’s behaviour is inappropriateto the task. The individual needed towork quietly and not disrupt others. Thedata about this individual’s behaviourwould have to be recorded over severaldays to identify other ABCs.3. Define the behaviours. Once the datawas collected, the individual’s supportteam would work together to identifythe inappropriate behaviours and toagree on how they will describe thesebehaviours (for example, “speaking outof turn” or “lack of impulse control”).4. Identify the environmental and socialfactors.5. Analyze the data to determine how thebehaviour repeats in different situations.Talk to the support team—including theindividual and, if appropriate, his orher parents—about what the individualwants and needs.6. Determine the function of the behaviour.7. Decide on replacement behaviours.Some behavioural impacts of changeUnderstanding the way consequencesaffect behaviour is a starting point. Itis also important to look at details inthe individual’s physical and socialenvironment. Personal and situationalchanges that can impact an individual’sbehaviour may include health-related,school-related, communication-related,environmental or social variables. Here aresome specific ways in which changes mightshow in each area.• Health-related: allergies, illness, fatigue,change in medication, mood, hunger.• School-related: unexpected changes inroutine; difficult tasks; lack of choices;topics or activities that are not engaging.• Communication-related: new orunfamiliar language or terminology;cultural cues that may be unfamiliar orabsent.• Environmental: too noisy, crowded,uncomfortable seating, traffic jams inhallways, confusion about assignments.• Social: lack of attention, from staff,from other individuals; preferred ornon-preferred peers or group activities;changes in staff; the physical proximityof others.Note which variables are affectingindividuals and suggest ways of improvingthe situation. For example, let individualsknow in advance when there will bechanges in routine; pace instruction andactivities and allow individuals to havesome choice about how to carry on withtheir work.Reflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you knowabout behaviour and what you see practised in different situations?• What key information or idea in this section would you be interested inexploring further?12Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

4Strategies That SupportPositive Behaviour“Small things done consistently in strategic placesmake change happen.”Cile Chavez, AuthorResearch has shown that we can understandthe following about individuals’ behaviours.• Behaviour is learned and therefore can beunlearned.• Each individual is unique and thereforerequires an individualized approachbased on the purpose or function of theindividual’s behaviour.• The first step of an intervention is toidentify the purpose or function thecurrent behaviour serves.• Behaviour is influenced by the typeof reinforcement received or by otherconsequences that result after thebehaviour occurs.• Observational data is needed todetermine the function of the behaviourand the effects of antecedents andconsequences surrounding thatbehaviour.• The function of a behaviour needs to beunderstood in order to select appropriateintervention strategies.• Altering the setting or environment mayimprove an individual’s behaviour.• Data collection will help make informeddecisions about the foundation forworking with an individual’s behaviours.• People working with individuals whohave behaviour difficulties can buildtheir capacity to support the learningof these individuals by observing andunderstanding behaviours, using positivebehaviour supports, and matchingstrategies to the individual’s needs.A number of strategies can support positivebehaviour. These include:• mixing old activities with new activities• redirecting to a different activity• offering choices• providing visual information• taking active breaks• using relaxation techniques• recognizing stressful activities• providing more attention and assistance• providing positive feedback forpreferred behaviours• providing cues—visual and verbal• setting clear expectations.Redirecting to a different activityWhen a potential conflict situation is aboutto occur and the inappropriate behaviouris of low intensity, it can help to redirectthe individual’s attention to an activityother than the one creating the issue. Forexample, using a calm, businesslike voice,invite the individual to have a conversationwith you about something else. At alltimes, this type of intervention should becourteous and respectful. The goal is toredirect the individual to more positiveactivities, not to have an argument. Forexample, inviting an individual to go for awalk can help an individual burn off excessSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.13

energy. Ignoring negative behaviour such as pencil tapping at a group meeting and askingthe individual to help distribute handouts is another example of redirecting to a differentactivity.Visual CueA daily schedule and major task listposted inside the individual’s locker orwork spaceA symbol of a certain skillPurposeTo keep the individual on track —following the routine andkeeping up with assigned tasksTo represent specific skills that could be useful for a task orsituation.A sign to be calm and relaxedTo remind an individual to breathe and remain calm whenemotions threaten to overwhelm him or her—for example, tovisualize a calm place such as a garden.Breathing demonstrationsTo help individuals centre themselves with a calming exercise.For example, have the individuals stand with their handsloosely at their sides and imagine their in-breath going all theway down to the soles of their feet and the out-breath goingout through the top of their head. Ask individuals to keeptheir body—including their hands—relaxed, and to repeat thelong breaths several times.A photo or video of the individualSometimes individuals benefit from seeing photos or a videoof themselves behaving in positive ways. They can observe areplacement behaviour in action.14Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

VISUALIZVisualize: Create a picture in your mind.Image: Use an image to create your mental picture. The image can be a livingthing, such as a tree or a turtle.Symbol: Ask what it symbolizes for you—for example, a turtle image suggests“slow and steady wins the race.”Use your imagination: The turtle has a strong shell. It can retreat inside forawhile and emerge later, feeling better.Act on it: Imagining the turtle, you can act in a way to remind you of its strengths.For example, intertwine your fingers with your thumbs and baby fingers stickingup. Cool down by blowing on each of the four legs of the turtle.Location: Name the location of your goal and seek it in your mind. Create animage of the place where the successful outcome is.Imagine successful experiences: Remembering and visualizing positiveexperiences helps you bring that same sense of accomplishment to new tasks.Zero in: Zero in on the single image that you want to use today. Focus on theimage for a few minutes each day or at several times throughout the day toremind you of your purpose.EEmotions: Bring positive emotions into your mind when visualizing your image.Visualization is an important strategyfor coping with stressful situations, forimagining how a positive scenario wouldlook and for creating self-talk that identifiesand reinforces solutions and/or positivethoughts.Taking active breaksSome individuals are at their best in themorning; others are at their best in theafternoon or evening. To accommodateeveryone, you may be asked to help plansome frequent, active breaks.There is positive reinforcement in a changeof activity. When the break is active,involving the physical body, there can begreater benefits. However, it’s important tonote that some active breaks stimulate thenervous system when the students need toregulate. Some breaks are more interestingthan others, so it helps to mix these up aswell. Examples include:• standing and stretchingSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.15

• going outside• taking a visualization break• performing the breathing activity• reading aloud to one another• doing a short written assignment• working with a partner.An interactive white board or even a laptopcomputer can be used to set up visualbreaks for individuals or groups. Useinteresting photo slide shows or motivatingshort videos to create relaxing breaksfrom routines that give individuals anopportunity to relax, refresh and refocus.RELAXATIONRelaxation: Relaxation is possible throughout the day. It is energizing andcalming. One simple way to relax is to give a full body stretch, from fingertipsto toes.Eat slowly: At snack time or lunch time, remind individuals to think about wheretheir food came from and what it will be doing in their bodies—how it will befuelling their day.Listen to soothing music: Using music promotes relaxation. However, eachindividual will have a different idea about soothing music so, where possible,encourage the use of headphones for this activity.Act with a stress ball: Have individuals massage the stress balls in their hands.Remind them to keep the balls in contact with their hands at all times.Extra time: Make sure individuals take extra time to get assignments done. Ifthey think of the deadline as being a day earlier than the one that is actually set,they can relax, knowing they have finished with extra time.Alternate with box breathing: Box breathing is another type of breathingexercise. Breathe in for a count of five; hold for five; breathe out for a count offive; hold for five. Repeat.Tense and release: Deliberately tensing the muscles in the body and thenreleasing the tension helps students realize they have been carrying stress. It alsohelps them relax the tenseness away.Images: Use crayons or pencil crayons to draw.Open the chest: Use yoga poses to open the chest. Many times shallow, tensebreathing and sitting at desks or computers can cause the chest to close up. Standand grasp the hands or elbows behind the back. Hold for 30 seconds and release,then repeat.New words: Invite individuals to think of new words—a phrase from a song or apositive message they can repeat to themselves. Then have them close their eyesand repeat the phrase five to seven times. Repeat this throughout the day.16Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Relaxation activitiesThe breathing exercise described earlier isbut one relaxation activity that can be used.Other examples are presented below.Recognizing potential stressesYou will need to develop some skillsat observing and recognizing problembehaviour. There are many cues youcan watch for. De-escalating many ofthe stressful situations can improve theenvironment for everyone.The following strategies are useful if youare monitoring or supervising behaviourof a large group engaged in a specificbehaviour, such as a recreational activity.Look at individuals’ behaviours, not justtheir activities or physical appearance.Watch for subtle contextual, physical orbehavioural clues that may be signs ofdistress.Look at the big picture, not just at oneindividual or activity but at how peopleare interacting.Identify and attend to signs that are typicallyassociated with negative behaviour. Watchfor activities breaking up for no apparentreason; individuals frowning andgesturing to others, perhaps angrily;individuals seeming to shrink back froma peer or peers; quick, rough movementsfor no apparent reason; someone runningaway from a peer or peers; frightenedlooks; or someone making a fist or obscenegesture.Listen. Verbal cues may also indicatenegative behaviour. While scanning,listen for angry or plaintive tones of voice,arguing, or panicked and bossy voices orcommands.Recognize potential trouble spots and scanthem often. For example, if a particularactivity frequently leads to verbal andphysical aggression, staff need to keepan eye on this activity and watch forwarning signs. (Has the game stopped?Is someone holding the ball and keepingit away from others?) Analyze the data toidentify problem areas, as they will shiftthroughout the day and throughout theyear.Recognize situations that may precedeproblem behaviour. Problem behavioursuch as aggression is typically precededby arguing, rough play, high states ofarousal, unsportsmanlike conduct andover-competitiveness. Recognizing theseprecursors and immediately reinforcingappropriate behaviour can often preventthe situation from escalating.Identify physical areas that typically cannotbe seen and ensure that they are regularlysupervised. These areas might includewashrooms, seldom-used hallways andparking lots.Know individuals who have been identifiedas having particular difficulties. Informallycheck in with them to give feedback andprevent problems.Minimize the time spent dealing with problembehaviour. Maximize movement andscanning opportunities. If you can’t solvea problem or correct a behaviour in twominutes or less, refer the problem to aprearranged place. If the problem is notsevere and the solution can wait, deferlengthy intervention until an appropriatetime. Then finish your discussion with theindividual in private. When problems areidentified, solve or correct them quickly,fairly, consistently and as privately aspossible. Then move on.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.17

Providing supportDevelop social skillsYou can provide support to individualsor small groups by helping them developtheir social skills. What are socialskills? These are skills that everyoneuses every day to get along with otherpeople. It takes skill to understand whatis taking place in a social situation andto participate in a meaningful way.Individuals with well-developed socialskills are better able to manage conflict.They can make decisions that respect allthe people involved in the decision.Six Steps to TeachingSocial SkillsIdentify the social skill needed.12345Introduce the skill through stories, photos and/or discussion.Identify and describe the components or steps involved in the skill.Model the components or steps of the skill.Create opportunities for guided practice in a number of real-life contexts.This promotes transfer of the skills to a variety of contexts. Providecorrective feedback, as necessary.Track, acknowledge and celebrate use of the skill.6Some individuals develop strong socialskills more naturally while others requiredirect teaching and guided practice.There are sequential steps you can taketo teach social skills, including modellingand role-playing. When individuals havethe opportunity to use a new skill in arole-playing situation, it can become anew, learned behaviour. Examples ofsocial skills you might develop are listedin the following chart.18Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Skills to use forlearning in a variety ofcontextsSkills to use for makingfriendsSkills to use for dealingwith feelingsSkills to use asalternatives toaggressionSkills to use for dealingwith stress• listening• asking for help• saying thankyou• bringingmaterials toclass• followinginstructions• completingassignments• contributing todiscussions• offering to helpan adult• asking aquestion• ignoringdistractions• makingcorrections• deciding whatto do• setting a goal• introducingyourself• beginning aconversation• ending aconversation• joining in• playing a game• asking a favour• offering to helpa classmate• giving acompliment• suggesting anactivity• sharing• apologizing• knowing yourfeelings• expressing yourfeelings• recognizingone another’sfeelings• showingunderstandingof another’sfeelings• expressingconcern foranother• dealing withyour anger• dealing withanother’s anger• expressingaffection• dealing withfear• rewardingyourself• learning how toleave an activity• learning how torefuse an invite• usingself-control• askingpermission• responding toteasing• avoidingtrouble• staying out offights• solvingproblems• acceptingconsequences• dealing with anaccusation• negotiating• dealing withboredom• decidingwhat caused aproblem• making acomplaint• answering acomplaint• dealing withlosing• showingsportsmanship• dealing withbeing left out• dealing withembarrassment• reacting tofailure• accepting no• relaxing• dealing withgroup pressure• dealing withwanting• somethingthat belongs toanother person• making adecision• being honestSmall group instructionSmall groups can be effective settings forteaching social skills. They give individualsthe opportunity to practise the newskills. They also allow you, as a coach oreducator, to provide extra attention to morethan one individual at a time.Small groups provide opportunities forgrowth and development. Individualscan share with one another. They canlearn more about each other as theypractise social skills and share experiences.Individuals can learn to set goals for groupwork and bring together support fromtheir peers. The whole group can assessits progress toward achieving goals. Inaddition, group work creates opportunitiesSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.19

to set ground rules for the group thatreinforce expectation of positive behaviourand create positive reinforcement.If there are problems in the group, it isimportant for you, as coach, to facilitateproblem solving by encouragingparticipants to:• take turns participating in discussion• listen to one another• explore issues and strategies to resolvethe issues• share experiences and solutions• transfer skills outside of the group,using the skills in real-life situations.Encourage creation of a circle of friendsSometimes individuals are too shy orvulnerable to feel comfortable in a group,yet they still would greatly benefit fromhaving more social interaction. The ideabehind building a circle of friends is thatthe facilitator speaks to the individual whorequires support and asks that person ifthey would like to have a circle of friendsformed for them. Then the facilitator workswith a select group of about six peopleto be a circle of friends, or peer supportgroup, for the individual. These volunteersmay befriend the individual in theplayground or in a variety of contexts. Theentire circle, including the individual beingsupported, meets regularly to talk abouthow things are going.Teach self-advocacy skillsAnother way of providing more attentionand assistance to individuals withbehavioural disabilities is to help themdevelop their self-advocacy skills. These arethe skills people use when they are lookingout for themselves. These skills give powerback to those who feel helpless and/orpowerless. Examples of self-advocacybehaviours are:• asking for help• setting goals• asking for help in meeting the goals• working to achieve the goals.Individuals with self-advocacy skills aremore independent and self-reliant. It mightnot seem that way at first, because theyare asking for help. Remind individualsthat it takes a great deal of self-knowledgeto know what they need in the first place.Setting goals, and knowing steps mustbe taken to achieve them, requires that aperson take positive action.Providing an easy or preferred taskCreate opportunities for success.Sometimes individuals find it difficult tostay on task for more than a few minutesat a time. The idea here is to be positiveand to reinforce the individual for havingstayed on task for those few minutes. Asthe individual approaches the task again,encourage him or her to stay on task fora few extra minutes, building staminathrough lengthening the amount of timespent on task as the days go by. By takingthe task in small segments, you can helphim or her build the strength to stay ontask for a longer time until he or she is ableto stay on task as long as required. Forsome individuals, it is also helpful to mix atask they do well with a more difficult taskor one that they are just learning.Providing creative activitiesOften it is emotions and the challenge ofmanaging them that can be a trigger for aproblem behaviour. Learning more aboutemotions can help individuals becomemore proficient at managing their ownbehaviour. Some activities that can helpindividuals express emotions include play,music, art, drama and movement.Playing, singing and listening to musicwith a group or in a one-on-one situationcan promote a sense of well-being andbuild self-awareness and self-esteem.As feelings are evoked by the music, the20Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

individual can either express these feelingsor simply note their existence and let themgo. This is a great tool for working withindividuals who would rather use musicthan talk about their feelings.Art sessions are another way to fosterself-expression, personal growth andan understanding of emotions. Usingmaterials such as paint, pen and pencil,clay, coloured tissues and magazines,individuals can work independently, inpairs or groups to respond to prompts,explore current emotions or expressindividual emotions.Drama and/or dance activities encourage amore physical expression of the self. Thesetypes of creative activities offer experiencesfor individuals to explore attitudes, valuesand emotions. They also allow individualsto try out different ways of acting,behaving and moving their bodies.Journaling or making a scrapbook are otheractivities that can help individuals exploretheir own emotions and behaviours.Students have control over the activitybecause they own the project and it isabout them. They can record events usingwords, hand-drawn pictures, magazineclippings and so on. As coach, you canencourage individuals to use statementsabout themselves that help them knowthemselves better.Once you get to know individuals and theirdifferent ways of learning, you can helpthem succeed by providing activities thatutilize these specific strengths and interests.Providing positive feedback for preferredbehavioursBuild positive relationshipsWhen you build a relationship with anindividual by providing positive feedbackabout his or her behaviour, you can makea significant difference in that person’slife. This is true for a relationship with anyindividual, but is even more significantwith individuals who have behaviouraldisabilities. When you build a positiverelationship with an individual, youbecome a role model to them. This can helpwith the individual’s sense of belongingand self-worth.You can build positive relationships by:• making it a habit to recognize whenindividuals are doing well or haveaccomplished a goal of some sort• noticing individuals’ strengths andinterests—for example, you couldset a goal for yourself to identifyfive strengths and interests for eachindividual with whom you work. Someexamples you might note could be thatthe individual reads well, is polite, getsalong with others, has musical skillsand is a leader. For your own processof noting the individual’s strengths,you could choose a different strengtheach week, reinforce that behaviourconsistently for the week, and then thenext week go on to reinforce anotherstrong behaviour• creating opportunities for the individualto share his or her strengths and talentswith others• avoiding criticizing individuals in frontof their peers.In addition, look for opportunities toshare positive information about theseindividuals. This could include tellingother staff members about the positivetraits you’ve noted in specific individuals,because they may not have noticed orrealized what you have discovered.Notice positive behavioursPositive feedback reinforces positivebehaviour. In fact, some researcherssuggest that the ratio of positive tonegative feedback should be four to one.In other words, to support a behaviour,four instances of positive reinforcementshould be offered to every single instanceSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.21

of negative reinforcement. As a behaviourcoach or support worker, you will have tolook for positive behaviours so that you canreward them.The penny transfer techniqueThis is a simple strategy for shifting yourfocus from problem behaviour to positivebehaviour.1. Take five pennies and place them inyour pocket.2. Identify individuals who regularlyneed prompting and reminders. Choosean individual whose behaviour isinterfering with learning.3. Every time you are able to verballyencourage that individual for somethinghe or she does well, transfer a penny toyour right pocket. Your goal is to moveall five pennies to the right pocket by theend of the day.4. Repeat this exercise each day fortwo weeks. After one week, take afew minutes to reflect on how thisstrategy has affected your behaviour—for example, are you beginning toautomatically notice the positivebehaviours of more individuals?5. Evaluate whether your adoption of thistechnique has changed the behaviour ofthe individual.6. Determine what kind of data you needto collect to answer this question.Use your sense of humourSome researchers have noted that peoplewho use humour when working withothers are not only more effective, but havea more relaxed atmosphere in their ownwork space. It helps to lighten situationsand your own thinking, too, if you cansee the humorous side of things. A senseof humour that heals a situation requiresyou to be sensitive to the situation andto be respectful. The humour should begood-natured. This will bring people closertogether. Telling jokes is not the only wayto display a sense of humour. It’s reallyabout being relaxed about your work,having an upbeat attitude and expectinglife to have twists and turns. However, becareful to not use sarcasm—it can be veryhurtful.Realize you can make a differenceBelieving in yourself goes a long waytoward letting others know you believein them. When you have the attitudethat you are making a difference in theirlives, people will naturally respond morepositively to your feedback. By sharingaspects of your life with others you candemonstrate that you are confident aboutthe choices you are making and the wayyou are living your life. For example,telling a group about a funny story thathappened to you while you were on abike ride with a friend lets them knowsomething you do for fun, that you have asense of humour, the kind of friends youhave and that you value keeping active.Make expectations clearBe aware of the rules for behaviour sothat you can apply your positive feedbackwhen the rules are being followed. Helpindividuals understand what general rulesand expectations might look and soundlike. For example, classroom rules may begeneral and some individuals may havedifficulty interpreting them. It may helpto talk through the rules, model them andprovide concrete examples. These mightbe streamlined into a few main concepts.(See Setting Clear Expectations, later inthis chapter, for more details about thistechnique.)Be organizedBe on time, complete tasks on time andkeep things clean and orderly.Be cooperativeListen to others and follow directions.Be kindUse encouraging words with others.22Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Be safeMake good decisions so others feel safe andwelcome and so that you do not get hurt.Use positive languageUse positive statements when describingrules. Rather than saying “Don’t run inthe hallways,” say, “Please walk in thehallways.” Of course, when describing thepreferred behaviour, you will talk aboutrunning, but will emphasize the preferredbehaviour. By modelling the behaviour andending the discussion about the behaviourson a positive note, you will reinforcethe expected outcome of walking in thehallways.When you are talking with or aboutindividuals with behavioural disabilities,use positive language that respects theperson. Use hopeful language rather thandepressed or negative language. This isone way to overcome negative attitudesabout the individual and the behaviour.Respecting individuals builds hope andpositive attitudes. When in public, makeit a point to never talk negatively aboutan individual and family; instead speakpositively about what they can do, focusingon strengths and solutions.Consider the person first, then thebehaviour or disabilityRemember to use terms such as “personwith behavioural disabilities” rather than“behaviour disabled person.” Terms suchas “behavioural disability” are adjectivesthat describe one aspect of a person, not anoun that names the person.Recognize that every person is uniquePeople with behavioural disabilities eachcome from distinct backgrounds andhave individual strengths and needs.Avoid stereotyping all people withbehavioural difficulties as having the samecharacteristics.Focus on factsAvoid being judgemental or emotionalwhen talking about people withbehavioural disabilities. Stick to the factswhen describing behaviours, triggers andconsequences.Providing cues—visual and verbalCues are signals that something is goingon. They add to our general understandingof what is being communicated. There aremany ways to promote positive behaviourby using cues. To increase positivebehaviour it may be necessary to increasethe number of cues you use.We are providing cues all the time when weuse body language. When you gesture withyour hands while talking, you add moreexpression to what you are saying. Whenworking with individuals with behaviouraldisabilities, move close to them when youare giving instructions or talking. That waythe individual can be closer to the actionand take more meaning from the visualand verbal cues that you are providing. Forthe same reason, it’s often best to locateindividuals with behavioural disabilitiesaway from windows where there are visualdistractions, and away from the door wherethere are auditory distractions.Verbal cues, such as the tone of voice youuse when speaking, can communicatethe level of stress or of caring you arefeeling. If you speak in a calm tone ofvoice, even during conflict, you are morelikely to defuse the situation and givethe impression that you are in control. Ifyou speak in a businesslike tone of voice,people will know that you expect them tobehave appropriately. Speaking rapidlycan convey stress, while speaking withgreat slowness can convey disrespect.Sometimes, speaking softly is the best wayto get attention because people have to bequiet and pay attention in order to hearwhat you are saying.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.23

If you are having difficulty gettingattention from a noisy group, it might bebetter to use a visual cue. With groups,a visual cue can be very effective. Forexample, if a group is working on a projectand the noise level is increasing, ratherthan trying to be heard above the noise,you can raise your hand, as a visual cue.When they have been taught the meaningof this visual cue, group members willrespond with the quiet you need so thatyou can be heard when you speak.Cues to signal for attentionAs described above, a raised hand cansignal that quiet is necessary and you cangain the attention of the group. It’s also anopportunity to offer positive feedback bythanking the group for their attention, andthen telling them what you need to say.Cues for transitions between activitiesTo help relieve the stress of the manychanges that can occur over the course of aday, prepare individuals in advance for theday’s routine. In addition, use cues to letthem know there will be a change from oneactivity to another in order to help themadjust and make the change.• Use cues to signal when it’s time to takea break or return to work. You coulduse a verbal or an auditory cue, suchas a timer or a chime. Music is anotherappropriate auditory cue that can signala change in routine.• Use cues to signal the approach of atransition. For example, you could say,“You have five minutes to finish whatyou are doing.”Cues for proceduresVisual cues such as flip charts or colouredcards can be used for different activities. Forexample, during group work a green cardcould be posted that lists the expectationsfor group behaviour. During individualwork time, an orange card could be usedto signal that quiet is expected. During freetime, a blue card could be used to signalthat now is the time for socializing andsharing with others.Setting clear expectationsUse a step-by-step approachFollowing is an example of a step-bystepapproach to communicating andteaching the specific hallway behaviouralexpectation of maintaining a reasonablenoise level.1.· Post behavioural expectations wherethey are visible to everyone. Forexample: “Use quiet, ‘inside’ voices.”2. Discuss the behavioural expectations.3. Demonstrate “loud voices” and “quietvoices” so individuals learn to identifythe difference.4. Model and practise behaviours ina variety of locations, including theclassroom, playground and cafeteria.5. Encourage and reinforce behavioursthroughout the day. Correct individualsas necessary by reminding them of theexpected behaviours.6. Measure the impact of the systematicintervention by comparing baselinedata (for example, noise levels beforeintervention) with current behaviour.Communication ideasBehaviour rules should be simple, positivelystated and written out and posted wherethey can be seen. Not knowing the rules willbe no excuse for inappropriate behaviour.When everyone is aware of the simple rules,it becomes easier for individuals to behaveappropriately.24Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

It’s a good idea to review specific behaviourexpectations and to provide consistent andfriendly reminders for specific situations.For example, when travelling from one partof the building to another for a special event,review basics such as:• how to walk (quietly and at what pace)• with whom to walk (by themselves orwith an assigned partner, in the middleof the line or at the end of the line)• where to walk (on right side of the hall).Selecting strategies to support positivepersonal behavioural changeManaging behavioural disabilities isvery much about teaching individualsto manage their own behaviour. Byself-regulating, self-advocating and selfmanaging,individuals grow in awarenessof their own personal behaviours.One way of helping individuals build thisawareness is by charting their behavioursand then sharing the results with them. Forexample, a nutritionist used this processto help a young person get to a healthyweight. The young man wasn’t surewhy he was overweight, but he wantedto change. The nutritionist asked him tochart everything he ate for three days.Then he and the nutritionist sat down withthe information and reviewed it. Theyidentified types of foods that contributedto weight gain and times of day when heate a lot of junk food. Together they cameup with a plan to help him recognize whenand what he was eating. Awareness wasthe first step in changing his eating habitsand, eventually, to reaching his goal of ahealthy weight.As you work with individuals to chart theirown behaviour, you help them move fromnegative behaviours to positive behaviours.Charting is a visual reminder that canpromote positive change because, together,you identify goals for each negativebehaviour. By charting, you identifyexactly which antecedents, behaviours andconsequences need to be addressed. Asawareness of the triggers and behavioursSample BehaviouralExpectations for the SchoolPlaygroundBe Organized Be Cooperative Be Kind Be SafePlayground• Respond promptlyto bells• Bring inequipment andbelongings• Listen to allsupervisors• Respect others’space and property• Take turns• Choose teams fairly• Follow game rules• Use kind andencouragingwords• Include others• Use equipmentsafely• Stay in perimeter• Think beforeyou act• Keep your handsto yourselfSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.25

grow, the individual begins to developpositive traits. These include:• sense of self-worth• self-advocacy skills• self-regulating of emotions• responsibility• social skills.Every individual is unique. That’s whyyou need to work one-on-one to developspecific strategies based on a map ofspecific personal behaviours.Recognize that family issuesplay a role in behavioursIndividuals have a variety of familycontexts, issues and experiences. Manyof these issues contribute to behaviouralproblems.FINANCIAL UNCERTAINTYALCOHOLDIVORCENEW STEP-PARENTIGNOREDDEPRESSIONMOVING HOUSEISOLATIONBULLIEDBehaviour and school-aged childrenKindergarten and elementary school-agedchildren with behavioural disabilities areoften more open to change. When schoolstaff teach positive behaviour expectationsand reinforce positive behaviour, theresults are often visible early in the year.These students are typically willing to learnthe school’s behaviour rules and can learnnew social skills. Teaching students howto get along with one another providesthem with wide-reaching skills thatmake learning possible. They can learn toshare, to listen, to wait and to use positivelanguage when they speak. Some youngstudents may not know how to relate toadults; positive interactions with schoolstaff can teach them, by example, thatadults are approachable and interested inthem. They can learn about positive waysto get attention.Challenges older children may presentBy the time students transition to juniorhigh and high school, new anxieties maycause behavioural issues to resurface. Youcan help ease the transition to high schoolby providing orientation visits and tours.When students feel more comfortable intheir surroundings—for instance, knowinghow to get from one class to another and totheir lockers—some of the tension eases.Another transition strategy you couldprovide would be to help develop peersupport groups. Making and keepingfriendships takes on a new importancefor junior high and high school students.Having moved to a new school, they havelost some of their former friends who havenot moved on to the same school. Also,there are many new people to meet. Again,the issue of belonging arises. In addition,students have more questions about theiridentity and values. Learning becomes achallenge because the way schools at thislevel operate is different from the wayelementary school operates. Studentsare expected to be more independent.Sometimes the learning itself causesdifficulties and this in turn creates or brings26Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Behaviour Possible Motivation StrategyRefusing to speak• not listened to at home• afraid they will be laughed at• lack of confidence or practice• trauma of some sort• circle time (with a smallnumber of students), offeringeach student a brief time tospeak• games and structuredactivities used during circletime to progress from nonverbal(smiles or nod, votingwith thumbs up) to verbalcommunicationRefusing to pay attention• may not have been read to athome• may have a medical reason• may not have practise listeningand focusing• start with short stories todevelop interest and attentionfor brief time spans• break assignments into smallertasks• use cueing and checklists tokeep student focused on theoutcomeRefusing to participate• fear of getting it wrong• fear of being laughed at• provide a safe place in groupactivities where mistakes areused as learning tools andbuilding blocksInability to make friends;bullying• lack of social skills• bullied• teach social skills; rather thancriticize• teach assertiveness andthe difference betweenassertiveness and aggressionActing silly• fear of getting it wrong (wouldrather be seen as silly thanstupid)• teach that it is okay to makemistakes• create opportunities for lightheartedactivitiesFearful• may have family issues thatlead to the feeling that he orshe has no control over tragicor sad events• provide safe environment• provide positive reinforcementSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.27

forth behavioural disabilities.If you have the opportunity to work witha group of junior high or high schoolstudents, a number of group activities cansupport their positive behaviour. Some ofthese are listed below. These activities canbe used in other contexts as well, includingcommunity homes, day camps and sportsteams.Talking circlesThese activities will:• promote listening and attention skills• support students in thinking about theiridentity• help students reflect on their learning.All circles begin with a statement of theprinciples.1. When one person is speaking,everyone else listens.2. You may pass if you do not want tosay anything.3. No put-downs are permitted.Choose a topic or statement to respondto and take turns going around the circleand having each person take one to threeminutes to talk.Sentence completion“If I weren’t me I would like to be …”“I know someone is listening to mewhen …”Listening to learn: small group activityDivide the circle into six small groups.Each group talks about the best learningexperience they can remember. Theythen brainstorm answers to the followingquestions, with one person writing downthe answers.• What things help you learn best in theclassroom?• What can a teacher do that makes adifference?• What can friends do to support yourlearning?• What can each person do to get themost out of learning?• What do you think and feel whenyou have learned something new andinteresting?Reflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you knowabout behaviour and what you see practised in different situations?• What key information or idea in this section would you be interested inexploring further?28Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

5Building Your Management Skills“Alberta students ... use their talents andpassions to contribute to their communities andmanage their strengths and areas in need ofimprovement.”Framework for Student LearningAlberta Education, 2011, p. 5Having a job means developing the skillsfor that job. These include basic skills suchas presenting a professional appearance,managing your time and being friendly.The individuals you work with willappreciate it if you dress up for them,and the staff will appreciate that you arepresenting yourself as a professional.Beyond the basic skills of dressingappropriately for the job, you will needmanagement skills. At the same time,you want to be real—to be who youare. By being true to yourself you aremost accessible to the individuals yousupport, who will recognize that you arecomfortable with yourself and with them.You can share stories about your life,perhaps by telling the story of how youbought a particular jacket, and what thesales clerk was like or the decisions youhad to make when you chose this particularjacket. Or you could tell the story of howyou received a watch for a birthday gift, anda bit about the person who gave you the giftand about how special the watch is to you.Little anecdotes about yourself help othersfeel comfortable around you and make youseem more like someone they can approachand talk to.Communication SkillsHuman beings are social animals and wecommunicate in many ways. We can learnmore about how to communicate with eachother. One exercise you should do regularlyis to spend a little time thinking aboutwhat you communicate. Even when wetry to communicate as plainly and simplyas possible, there is room for error andmisinterpretation. That’s why it’s importantto keep a sense of humour—what youthink someone is telling you may not betheir message. It takes a lot of effort tounderstand and to be understood. Havinga sense of humour means that you won’tbecome impatient with the process andthat you will allow for misunderstandings.Much of our communication is deliveredby body language or by language itself,by the situation, the tone, the intent andthe emotional delivery and receipt of themessage. Our amazing brains sift througha lot of information in order to determinewhat a person is saying to us.We all have ideas about what is right andwhat is wrong. Sometimes these ideas arevery black and white—but the world isin technicolour! When we communicate,we do so from our own block of colour—whether it’s black, white, or some othercolour. We hope that the receiver is able toget our message but we may be sendingmore than we think. We may be sendingsignals of disapproval or doubt when wedon’t even realize it.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.29

This is a conversation between me andName: ____________________________Place: _____________________________Time: _____________________________My intent:What I said:What else I communicated:What the person said:What I thought about the person:Ways I might have communicated myfeelings about this person:Try this exercise. Close your eyes for amoment and recall a recent conversationwith someone younger than you. Thinkabout where, when and how the actiontook place.Now open your eyes, take a pen and paperand jot down the intent of the conversation.Then jot down what you thought aboutthat person—whether you liked them ordidn’t note anything about them at all,whether you thought they understood you(or if you cared whether they did), andwhether they responded with words thatlet you know they understood what youwere talking about.Basic CommunicationsSenderReceiverCommunication is one person sendinga message and another person receivingthat message. However, communicationis two‐way, not one-way. Some messagemust be sent back from the receiver to letthe sender know that their message wasreceived. This response can be physicalaction, words or both.The sender needs to be able to:• compose the message• send the message.The receiver needs to be able to:• listen• set aside ideas about the speaker• set aside ideas about what he or shethinks the message will be about, evenbefore he or she receives it• read any non-verbal cues, for example,the speaker’s body language• receive the message• respond to the message.SenderFeedbackMessageResponseReceiverWe’ve mentioned the importance of havinga sense of humour and how this doesnot necessarily equate with telling jokes.A sense of humour gives you the abilityto communicate with the students in aneasygoing way, without stress and anxiety.Having fun and laughing with students isimportant. Let’s look at some of the waysour communication is delivered so that youcan practise developing flexibility and asense of humour in your communication.Body languageSome researchers say that your bodysignals 55 percent of your message. Yourphysical presence creates a picture in thereceiver’s mind. You will have to overcomethis picture by being aware of what“language” you project by the way you useyour body. Here are some questions youcould answer to learn more about yourbody language and how it might affectyour message:• What does your clothing say about you?• Are you slumped in your chair, sittingup straight, standing straight, orstanding slumped on one hip?• Do you make eye contact with thereceiver?30Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

• What gets facial in expressions the way of your are you learning? using?When – smiles one person from each groupcontributes – frownsto the circle others are asked ifthey have anything extra to add.– squinting– eyes glaring or open extra-wideYour voiceSome researchers note that your tone ofvoice represents 37 percent of what yousay. Your tone of voice can affect yourmessage. Ask yourself these questions tobecome more aware of your voice:• Is my voice high-pitched or lowpitched?A lower pitch often signals moreauthority.• Is my voice loud or soft? A soft, quietvoice can seem uncertain or shy while aloud voice can seem aggressive.• Is there a musical quality to my voice?Do I emphasize certain words in mysentences? These things create moreinterest for your listener.• Do I speak quickly or slowly? Either endof this spectrum causes your listener tolose interest or to fail to listen to you atall. A quick pace can signal disrespectfor the listener. People need time to hearwhat you are saying. A slow pace cansignal that you don’t know what youwant to say. Sometimes that’s okay, aslong as you have a sympathetic listener.Your vocabularySome researchers say that the words youuse represent only eight percent of yourmessage. Here are some questions you canask yourself to determine the effectivenessof your word choice.• Do I ask specific questions?• Do I use positive language?• Do I use examples to explain whatI mean?Vocabulary can be specific or it can befuzzy—the more specific, the better.For example, describing a behaviour as“Stephan is always late for gym time” mayseem like a specific and accurate statement.Consider how much more specific youcan be when you gather data and chartit: “Stephan has missed the first fifteenminutes of eight out of our last ten gymtimes.”Be courteous and show respectCourtesy and respect are importantcommunication skills. Listening skills forman essential component of courtesy andrespect. When you listen to others withoutinterrupting, you respect their messagesand the time it takes them to talk to you.This means that you are confident inyourself because you don’t have to assertwho you are and what you think. You areconfident enough to listen to others andrespect them for communicating with you.Good manners are important for everyone.When you demonstrate how to sayplease and thank you, and how to listenand respond to others, you model thisbehaviour for others. Eye contact is also animportant component of communicating.Having a kind expression in your eyes asyou look—without glaring—at the otherperson when they speak tells them withyour body language that you are attentiveand that you care about them. All thesecommunication skills make anyone youspeak with feel important.Whenever you encourage others to speakwith you about their ideas and experiences,you show respect. It’s important to holdback your criticism. Give feedback, butdon’t put them down. You can provideconstructive feedback if it is necessary,remembering to separate the behaviourfrom the individual. Also try to use specificfeedback. Rather than saying, “That’s aSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.31

great idea,” you could say, “That’s a greatidea because it shows that you’ve thoughtabout what steps you need to take to getyour project done on time.”Be friendlyOpen communication, a friendly smileand respect go a long way toward makingothers feel comfortable around you. Seepeople as individuals. See behaviour assomething separate from the individual.Make frequent depositsThink of relationships as bank accounts.When you give positive feedback, youadd to the bank account. Look for positivebehaviours so you can make deposits toindividuals’ bank accounts. They willdraw on this feedback, this strong bankaccount, for strength in challenging times.Remember, some researchers suggest thatthe ratio of positive to negative feedbackshould be four to one. In other words,to support a behaviour, four instancesof positive reinforcement should beoffered for every instance of negativereinforcement.Share your concerns with othersIt’s important to balance your own life.If you take on too much or become tooemotionally involved with the individualsyou work with, you will struggle. Keepperspective by talking things over withcolleagues you trust.Don’t expect instant results or perfectionHaving a clear perspective involveskeeping things—including yourexpectations—real. Don’t expect fastresults. Don’t expect that your work willresult in perfection. Human beings makemistakes; this is how we learn. Learningnew behaviours takes time. Your job is tosupport individuals’ positive behaviourand in this way help them find ways tomake up for their mistakes, learn and grow.Be positiveBeing positive is really the focus of thisresource. Not only is your positive attitudeimportant, but also you need to createopportunities for individuals to receivepositive attention and create positiverelationships. Skills you might developinclude:• noticing positive behaviour andaccomplishments, and rewarding thesewith positive reinforcement such aspraise or attention• providing positive feedback frequently• letting go of the past so as to avoidcriticizing it• being very specific with feedback(and if the feedback has to be aboutinappropriate behaviour, providingpositive feedback about it by describingthe desired behaviour)• having a positive attitude; beingflexible and optimistic about everydaychallenges.Information management skillsOrganizing important informationUsing the ABC Behaviour Pathways Modelinvolves collecting data. It’s helpful torecord the data about an event as soon aspossible after the event. That way you canbuild a base for managing future events,increase your understanding and developyour information management skills. Makea plan to gather information throughoutthe day and set aside time at the end ofeach day to sort your information into abinder or computer. Make another plan toanalyze all of your data on a weekly basis.This way, the information will be fresh inyour mind and you will be more likely toact on it in a positive and meaningful wayon a daily basis.32Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Graphic organizersCharts are excellent tools for storing data.You may want to use brightly colouredpaper for different types of graphicorganizers. Not only will they be easier tofind, they will also be more fun to use.Use a graphic organizer to help youkeep track of communication betweenyou and the other staff. If you keep thecommunication book in a place where youand the staff can access it, you are freeto get on with your work with particularindividuals, and yet important informationwill be recorded. An example is providedabove.The main thing about all of theinformation-gathering tools is that theyhave to be used to be useful.Using technologyMaking full use of the technologicalresources available to you can make yourjob easier.Using technology appropriatelyWhen you use technology forcommunication purposes, remember tofollow some basic rules.• Use a spell-checker, particularly prior tosending an e-mail.• Use an appropriate tone.• Make sure that you use the besttechnology. Sometimes an e-mail or textis inappropriate and a phone call wouldbe better.• Don’t respond in anger or frustration.Wait until you are calm beforeexpressing yourself.• Don’t surf the Internet, access Facebookor respond to personal e-mails while atwork.In addition, familiarize yourself withthe organization’s policies regardingtechnology so that you can follow therules and ensure that the individuals yousupport do so too.Gathering and sending informationDo you like to use binders and clipboardsor do you prefer to gather and store data onan electronic device of some kind? Laptopsand personal electronic devices can beeffective tools and are often portable,accessible and searchable.Text messaging, e-mails and brief notescan be made quickly and imported to yourgraphic organizers or other data forms atthe end of the day.An audio recorder is another tool toconsider. It can fit in a pocket or purse andyou can use it to make notes to yourselffor review at the end of the day. Whenan event occurs, you can record yourobservations, thoughts and anythingelse that seems relevant to the event. Therecordings will help you flesh out yourreport when you chart the ABCs of abehavioural situation.Filling out formsMost organizations will have both printand electronic forms. Electronic formsare generally faster to complete and theforms can be held in a database, searchedand accessed more easily. Examples ofelectronic templates you might use include:• meeting notes and agendas• contact information• ABC pathways forms• behaviour support plans.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.33

Confidentiality is important, so completedforms that contain personal informationshould be stored appropriately. It isalso good practice to remove personalinformation from electronic devicesas soon as possible and store it on theorganization’s server. Become familiar withthe organization’s privacy and recordkeepingpolicies.Save and back upRemember to save your document whileyou are working on it and to save differentversions, if you make changes. You mightwant to go back and look at an olderversion, so it’s wise to always make newcopies as you prepare your work. Also backup information so that if there are technicalproblems, you still have access to theinformation.Assistive technologyMany individuals with disabilities requireforms of assistive technology to supporttheir learning and communication. Whilesome forms of assistive technology arecomplex, others may be as simple as acalculator, a computer, a reading screen,special pens with soft grips, or hearingaids. Basically, assistive technology is anytechnology that supports learning.CollaborationMany jobs include the role of supportingpositive behaviour. This is a specialrole to play. Much of that role involvescollaborating with others to support anindividual’s learning. With each uniquepartnership you will develop distinct skills.Since you will have one-on-one timewith the individual with whom youare working, you will be able to bringimportant information to meetings. Youwill gradually learn more about theindividual’s family life, work life, andspecial interests, strengths and needs. Youwill begin to understand triggers for thestudent’s behaviour. Your role is to helpthe individual grow in awareness of his orher behavioural triggers and increase his orher skill in managing himself or herself inpositive ways.Collaboration is a process. It involves opencommunication on a regular basis. Youneed to be available, visible and willing toshare ideas. You also need to be receptiveto instruction and willing to listen toothers.Examples of assistivetechnologyTASKSLEVEL OF TECHNOLOGYLow Technology Mid Technology High TechnologyNote taking Peer-taking notes Recording notes onaudio playerText-to-speech softwareOrganizing information Highlighting marker Highlight tape Computer software thathighlights textSpelling Pencil with an eraser Handheld electronicspellerTurning on devices, suchas a radioAssistant turns the radioon and offHandheld switchactivates the radioWord prediction softwareVoice-activated radio34Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Number-related skillsWhen you usebehaviour charts,you may want tocount the frequencyof the behaviour.You may want toprovide a written,narrative record as well. The numbers willsupport your explanation.Frequency charts collect data on thenumber of times a behaviour occurs. Forexample, for Stephan, you will note thenumber of times he is late for gym class.Other information you can gather is thelength of time over which the behaviourtakes place. This is known as a durationrecord. For Stephan, it would be a matterof how many minutes late he is. For otherindividuals it might be a record of thelength of time over which their swearingtakes place. An example of a frequencycount and narrative record is shown below.Thinking and problem-solving skillsProblems that arise in various settingscan provide opportunities for individualsto take responsibility for their ownbehaviour. When individuals try to solvetheir problems themselves, they developconfidence and acquire valuable skills thatthey can use throughout their lives.Solution WheelThe Solution Wheel is a strategythat encourages individuals to takeresponsibility for their behaviour and findsolutions.Generate a list of solutions that can be usedin any number of different conflicts; forexample, apologizing, talking it through,taking time to calm down, using an “I”Name:Time Observation Began:Date:Time Observation Ended:Behaviour of Concern:Setting:Activity:Number of Times the Behaviour Occurred (place a check mark in the area):What was the antecedent of the behaviour? Describe what preceded the behaviour or appeared to cause the behaviour.What was the consequence of the behaviour? Describe what happened after or as a result of the behaviour.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.35

message or choosing something else todo. Once the list is generated, star allsuggestions that are respectful and helpful,and work together to select suggestionsthat everyone can agree on. Draw a symbolor picture to represent each solution.Record each solution on the circle and addthe symbols. Post the wheel in a visiblespot.Reflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you knowabout behaviour and what you see practised in different situations?• What key information or idea in this section would you be interested inexploring further?36Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

take turnsask for helptalk about itsay you’re sorryforget the whole thinguse rock, paper, scissorsagree to disagreeshare the blamesee the funny sideflip a coinWhen a problem arises, ask theindividual(s) to try at least two solutionsfrom the wheel before asking an adult tohelp solve the problem. Tell staff aboutthe Solution Wheel so they can remindthe individual(s) to use it when a problemarises.Real-life situationsPrompt personal problem solving throughquestioning, modelling, providing helpfullanguage and reinforcing efforts. Usereal‐life social situations to teach socialskills through a series of guided questions.For example:• What do we need to do first?• What do we need to get before we canstart?• What would happen if you _________?• Who could we ask?• Where should we go to ___________?• Which would be better, ________ or_________?• Where did we find _________ last week?• Where do you need to look for_________?• Who would be best to help with________?• Why would ________ be better than________?Problem-solving cardsUse problem-solving cards to helpindividuals find new solutions tospecific social situations that are causingdifficulties. Start with easy-to-solvesituations. Ask individuals to answerquestions, such as:• What is the difficulty?• Why could this be a problem?• What are some possible choices orsolutions?• What are the pros and cons of thechoices?• Which choice or solution might be best,and why?• How could you ________?Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.37

6Aligning Supports withSpecific Behaviours“We need to be clear that diversity is an essentialpart of the human condition and needs to beanticipated and celebrated.”Dr. Dave EdyburnUniversity of Wisconsin, MilwalkeeSome individuals who have disabilitiesmay also have behaviour difficultiesthat affect their relationships, level ofindependence and overall life success. Forthese individuals, the general principles ofpositive behaviour apply but they will haveto be personalized based on identifyingtheir triggers.Supporting positive behaviour for individualswith autism spectrum disordersWhat are autism spectrum disorders?Behaviours that may indicate an individualhas autism include:• problems with communicating•· problems with social interaction, such astreating others as objects• restricted/repetitive behaviourcharacteristics, such as lining up toy cars• problems with learning, includinganxiety, unusual patterns of attention orunusual responses to sensory stimuli.Students with autism spectrum disorderwill be diagnosed by specialists. As abehaviour coach, you will not be requiredto make the diagnosis, but you may beinvolved with the individuals’ learning andbehaviour.Working with individuals with autismspectrum disorder1. The staff will use a behaviour pathwaysmodel to determine which behaviour totarget.If the individual has a number ofchallenging behaviours, decide whichbehaviour you want to work with first.To choose, you can consider thesequestions:– Is the behaviour life-threatening?– Does the behaviour significantlyinterfere with learning?– Is the behaviour dangerous to others?– Does the behaviour damagematerials?– Does the behaviour interfere withsocial acceptance?– Has the behaviour been an issue forsometime?2. The staff will identify the functionof the behaviour and contributingfactors. Individuals with autismspectrum disorders often have difficultyexpressing themselves. Their behaviourmay be intended to communicatesomething, and it’s important to figureout what that is. It might be:– to gain attention– to communicate a need or want38Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

– to gain a tangible consequence– to escape from an unpleasantsituation– to gain a sensory consequence– to self-regulate– to make a comment or declaration– to release tension– lack of skills and strategies.3. Identify an alternative behaviour.After you figure out what you think thepurpose of the behaviour is, you needto identify an alternative behaviourthat will serve the same purpose.For example, if an individual pushesmaterials off of his desk and onto thefloor to avoid a task that is too difficult,he may need to be taught a moreacceptable way to reject or postponenon-preferred activities, or be taught toask for assistance in an appropriate way.The focus of behaviour interventionshould be on instruction rather thandiscipline. The goal is to increasestudents’ use of alternative, moreappropriate means of achieving thesame goal. Alternative behavioursare usually more effective ways tocommunicate or interact with others.4. Identify strategies to increase positivebehaviours.Problem behaviours can often bereduced or eliminated by makingchanges in the physical environment orclassroom routine. The assessment andanalysis of a behaviour may indicatethat the behaviour tends to occur withinspecific areas, during specific activities,under certain conditions or duringinteractions with certain individuals.Sometimes, making environmentalaccommodations minimizes thelikelihood of the behaviour occurring.However, this does not mean that theentire environment or routine shouldbe radically changed to accommodate asingle individual. In many cases, minoradaptations can significantly impactbehaviour. Possible environmentaladaptations include:– removing distractions– using daily sensory experiences thatare calming– making changes in physicalarrangements– providing clear and predictableexpectations for behaviour– scheduling relaxation times orexercise breaks before difficultsituations– alternating demanding tasks withthose that are easier– providing choices– providing frequent access to favouriteactivities and peers– designating a place in which studentscan go to relax.Use positive/proactive approaches, suchas:– teaching essential communicationskills based on the ability of theindividual student, for example,requesting, rejecting, protesting andso on.– teaching social skills that are notreadily picked up by observing others– identifying the function ofmaladaptive behaviours and teachingappropriate replacement behaviours– providing visual supports to clarifyinstructions and to teach newconcepts and skills– using social stories to teach behaviourfor problematic situations– providing clear schedules and usingthem to prepare individuals fortransitions and changes– teaching students to make choices andproviding opportunities for choiceSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.39

– providing instruction at a level that isappropriate for an individual– monitoring individuals’ responses tothe environment and adapting it asnecessary– rewarding appropriate behaviourwith reinforcements that aremeaningful to the individual– teaching relaxation techniques– fading prompts to increaseindependent functioning– using appropriate visual aids to helpstudents understand expectations.5. Use reinforcement for positivebehaviours, for example:– The individual is given a checkmark if she remains at her desk forfive consecutive minutes. Each timethe individual gets up, a timer isreset. When the individual earns10 checkmarks, she is given anopportunity to listen to music on aniPod.– The individual receives a sticker forrefraining from aggressive behavioursduring a group activity.– As students experience success,efforts should be made to fadereinforcements. This can beaccomplished by:• using more natural forms ofreinforcement• increasing expectations• reducing the size or number ofreinforcements provided.6. Be aware of what to do in a crisis.Above all, be aware of your safety andthe safety of others. Do not take physicalaction—that is not your job, unless youare trained as to when and how youmay get physically involved in a crisis.The best course of action is to be awareof the plan and to try to prevent a crisisfrom happening. The plan will include:– a description of the signals thatindicate a crisis situation is developing– a strategy for preventing injury tothe individual, peers and staff in allsettings in which a crisis may occur– a list of steps in the intervention tomatch each step of the escalatingbehaviour– provision of appropriate trainingfor staff who will carry out the plan,with opportunities to practise theinterventions required– record keeping, for monitoring useof the crisis plan and evaluating itseffectiveness.7. Be aware of the repetitive behaviours anindividual may use.Repetitive behaviours, such as rockingand spinning, may serve an importantfunction for the individual. If they userepetitive behaviours to calm down, itmay be appropriate to teach them othermethods of relaxation that providethe same sensory feedback. For someindividuals, it may be appropriateto find other sources of stimulationto satisfy sensory needs. It may benecessary to provide them with timeand space in which they can engage inrepetitive behaviours until appropriatecalming strategies are developed.High rates of repetitive behaviour ora sudden increase in these behavioursmay indicate that the student isexperiencing difficulties he or she cannotcommunicate. These difficulties may bemedical or biological in nature and mayneed to be investigated.8. Be positive!By supporting positive behavioursin individuals with autism spectrumdisorders, you not only make theirlearning experience more comfortable,but you also help to create a positivelearning experience for others.40Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

If you will be working with individualswho have an autism spectrum disorder,learn all you can about it. Read books,attend related professional developmentworkshops and talk to children and parentsabout how autism spectrum disordersaffect learning and behaviour.Supporting positive behaviour for individualswho bullyWhat is bullying?People often use the terms “bullies” and“victims” when referring to individualsinvolved in bullying. However, theselabels focus on the individual rather thanthe behaviours and ignore the fact thatmany individuals may take on either rolein different situations or at different pointsin their lives. For these reasons, the terms“individuals who bully” or “individualswho are bullied” are more appropriate.Bullying comes in many forms, but themost common forms are verbal, social,cyber and physical. Bullying behaviour isusually aggressive. Individuals who bullytend to seek power and control.It’s worth noting that in schools andorganizations that have anti-bullyingprograms in place, the incidences ofbullying are reduced significantly. This is abehaviour that can definitely be impactedby positive behaviour supports, and youwill see results of your support.Examples of bullying behaviour include:• dealing with conflict by being verballyor physically aggressive. Examples ofverbal bullying include name-calling,teasing, spreading rumours, sarcasmand making unwanted comments• belonging to a group that also hasaggressive behaviours. Examples ofsocial bullying include scapegoating,excluding others from the group andusing gestures to put others down• some physical forms of bullying,including hitting, pinching, chasing,destroying and unwanted sexualtouching• showing up with items that don’t belongto them• frequent anger, particularly when losingat a game or being questioned• the intention to get even with others• verbal abuse or cyber-texting to putdown others.People who are bullied can learn thisbehaviour and become bullies themselves.Witnesses—those who see the events—arecomplicit in bullying. Unless witnessesspeak up and say that the bullying isunacceptable, they are supporting thebehaviour.This is why bullying prevention involveseveryone. It is a shared responsibility.Everyone has to be aware of what thebehaviour looks like and of the steps thatcan be taken to prevent it.Working with students who bully1. Find out the extent of the problem.Create a questionnaire for individualsto anonymously complete. In it, youcould include a map of the school ororganization so respondents couldput an “X” to indicate where bullyingincidents occur. Ask questions abouttimes of day, places and events.2. Raise awareness about bullying.Use circle time or group discussions totalk about what bullying looks like, andto discuss what it feels like to be a bully,a victim and a witness.You might include some of these points:– Types of bullying done andexperienced by boys and girls areoften different.– Boys are more physical with theirbullying, often hitting and pushing.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.41

– Girls can be more subtle, withgossiping and excluding others.– In homophobic bullying, studentsare bullied because they are gay orlesbian.– Cyber-bullying involves socialmedia such as Facebook, texting andtransmission of images using cellphones.– Cultural bullying involves racism,which means that someone is bulliedbecause they come from a differentculture or because the colour of theirskin is different from that of the bully.3. Introduce positive behaviour supports.Advise individuals that it is normal tofeel disappointed, frustrated, or angrysometimes, but it is not okay to strikeout at others because of these feelings.a. Use positive reinforcement whenindividuals are getting along well andspeak well of others.b. Talk about friendship skills.c. Talk about aggressive mediamessages.d. Use physical activities to burn offexcess energy.e. Have a plan.f. A plan might be “Safety, Respect andResponsibility.” This plan should bewidely advertised through postersand talks so that everyone knows theexpectations.g. Teach effective social skills.Through consistent modelling,teaching and reinforcement of positivesocial skills, individuals are morelikely to develop:– enhanced self-confidence– greater self-control– greater respect for the rights ofothers– a greater sense of responsibilityfor their own actions, so thatmeeting behavioural expectationsseems natural and easy.It is important to note that ignoring thebully and his or her behaviour is not aneffective strategy for stopping bullying.Bullying is a more sophisticatedproblem than such a strategy suggests.One of the best information sourcesabout bullying can be found on theBully Free Alberta website athttp://www.bullyfreealberta.ca/.Supporting positive behaviour for individualswith fetal alcohol spectrum disorderWhat is fetal alcohol spectrum disorder?Fetal alcohol spectrum disorder (FASD)describes a variety of physical changes andpatterns of brain damage associated withfetal exposure to alcohol during pregnancy.This brain damage can result in a numberof learning and behavioural disabilities.Working with students with fetal alcoholspectrum disorderIndividuals with FASD have a wide variety ofstrengths and talents with which you shouldfamiliarize yourself, as these are the aspectsof behaviour that need to be reinforced andsupported. Some notable strengths are theirplayfulness, curiosity, sense of fun, andsense of wonder. They often have a strongsense of self. In learning situations theycan be persistent, and have a strong visualmemory and strong verbal skills. Their highenergy levels mean they can be involved innumerous activities and are creative peopleas well, often because of rich fantasy lives.Another trait is a high level of athleticism.It’s important to keep these strengthsin mind because this will help giveyou perspective on the individual. Thechart below shows some of the changesin perception as a result of a growingunderstanding of FASD.42Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Shifting Points of Viewabout FASDFrom seeing the individual as ... To understanding the individual as ...won’tbad, annoyinglazy, unmotivatedlyingfussyacting young, babiedtrying to get attentioninappropriatedoesn’t trymeandoesn’t carerefuses to sit stillresistanttrying to annoy meshowing offunablefrustrated, challengedtrying hard, tired of failingusing storytelling to compensate for memory, filling in theblanksoversensitivebeing developmentally youngerneeding contact, supportdisplaying behaviours of a young childexhausted or can’t get starteddefensive, hurtcan’t show feelingoverstimulatednot “getting it”not being able to rememberneeding contact, supportFrom personal feelings of ... To feelings of ...hopelessnessfearchaos, confusionpower strugglesisolationhopeunderstandingorganization, comprehensionworking withnetworking, collaborationProfessional shifts from ... To ...stopping behavioursbehaviour modificationchanging peoplepreventing problemsmodelling, using visual cueschanging environmentsDiane V. Malbin, “Paradigm Shifts and FAS/FAE” (Portland, OR: Fetal Alcohol Syndrome Consultation, Education and Training Services, Inc.,1994) AND from Diane V. Malbin, “Trying Differently Rather than Harder” (Portland, OR: Fetal Alcohol Syndrome Consultation, Educationand Training Services, Inc., 1999), p. 42. PERMISSION NEEDEDReflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you know about behaviour and whatyou see practised in different situations?• What key information or idea in this section would you be interested in exploring further?Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.43

7Building Your Personal Skills“Alberta students demonstrate leadership in theirpersonal lives and in their communities. Theyseek to provide guidance, inspire others to actionand direct or influence others to achieve a sharedpurpose or vision.”Framework for Student LearningAlberta Education, 2011, p. 5At the opening of this resource, the missionstatement was as follows: Your missionas an educator, community home worker,social worker or behaviour coach is to helpindividuals develop positive behaviour.This chapter will identify some personalskills you could develop and use to assistyou in this work.Demonstrate positive attitudesand behavioursIt’s important to look after yourself.Stress can be defined as a person’s wayof responding to situations. In otherwords, you can choose to be stressed byyour work, or you can choose to acceptsituations and respond to them calmly. Oneway to be calm and not succumb to stress isto be positive. Here are some positive waysyou can look after yourself and at the sametime provide a model for others.• Take the opportunity to sing every day,whether in the shower, in the car, orfor your friends. Expressing yourselfjoyfully is de-stressing.• Take social time to be with your friends.• Eat healthy foods throughout the day.Get enough sleep and exercise. Try tospend at least one hour a day outside, inthe natural sun, breathing the fresh air.These things will help you be active andalert, joyful and optimistic.• You might consider getting a flu shoteach year. Have your annual check-upwith your doctor, dentist (should betwice a year) and optometrist.• Decide each night what you will wear towork the next day. Make your lunch forthe next day the night before.• When you leave work at the end of theday, leave the problems there. You willbe able to work with them tomorrow.44Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

Be responsibleBeing responsible is considered an ethicaltrait. This means that you concern yourselfwith good and bad, right and wrong,and that you make choices based onyour understanding of the rules of goodconduct. It means that you think and act inways that will not harm yourself or anotherperson. Browse through the list of wordsassociated with ethical strengths and notecharacteristics you could strengthen.Being responsible means doing what yousaid you were going to do, and apologizingif you are unable to meet the commitment.It means returning phone calls and e-mailsand taking care of occasional matters,such as medical appointments, as well asregularly taking care of routine matters,such as making your bed and cleaning yourteeth. By recognizing all the ways in whichyou already behave responsibly, you willbe able to build and grow so that you canbegin to take on more responsibility.Be adaptableFlexibility is one of the keys to avoidingstress. Sometimes, no matter how much weplan or how prepared we are to stay calmin difficult situations, we face competingpriorities. Our time can seem completelyswallowed up, leaving us no time to dealeffectively with any one thing. This iswhy it is so important to have good timemanagement skills. But it’s also whybeing adaptable is important. Avoid beingstrict and inflexible—looking at your dayplanner and saying you have “no timeat the moment, thank you very much.”Instead, be adaptable and recognize that attimes you have to change your schedule.Learn continuouslyWhen you start a new job and throughoutthe year, make a list of people you cancontact when questions arise. By buildinga mentor list or a list of specific peoplewith specific skills, you build your networkand become a more powerful and efficientperson.Work safelySome situations you may encounter asan educational assistant, success coach orbehaviour support coach could be intense.It’s important for you to show not onlyrespect for the person involved, but also foryourself. To do so involves body language,verbal skills and actions. In highly chargedcircumstances, training shows. Practisethese skills in front of a mirror or with peersprior to accepting a job where you mayhave to use them. All these skills will beimportant to you at one time or another; it’sputting them all together that takes a littlepractise.Be present. Stand tall with your shouldersback. If you hunker over, you’ll lookuncertain. Take your hands out of yourpockets and keep them loosely at yoursides. You’ll have a more commandingpresence this way. Try not to fling yourhands around as you speak or to point atthe individual to whom you are talking.Recognize your own emotions. No doubtyou will be feeling emotional yourselfin the face of an individual’s behaviour.Be calm. Then recognize the individual’semotions. These are real, so there is nosense in ignoring them. Say, “I can see youare upset,” or “Could you tell me whathappened to make you react this way?”Be confident. Keep your voice even andyour tone modulated. If you speak quicklyor with a high pitch, you will show you arenervous.Usually, catching a situation beforeit escalates can help ensure a safeenvironment. However, there will betimes that both you and the individualyou are working with need a safe place toSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.45

separately express your emotions. Theremay be a place in the work environmentthat is designated a “safe place” whereindividuals can go to calm down and relax.Rather than being a negative place whereindividuals go when they are reprimanded,it is a welcoming place where they cango to have some privacy. The space willprobably include a soft chair and someother reassuring items. For example, inelementary classrooms, soft animal toysmay be available. Only one person at a timemay go to the safe place.One approach for teaching relaxation islabelled STAR, which stands for:StopTake a deep breathAndRelaxDealing with at-risk behavioursOccasionally, individuals may placethemselves or others at risk. These aresituations where having a school orworkplace policy in place, and knowingthe policy, can help you de-escalate thesituation. Here are some proactive stepsyou can take to ensure you can work safelyat all times.Talk with appropriate staff about behavioursupport plans for individuals who havebehaviours of concern.• Focus on prevention and on developingpositive behaviours to replace problembehaviours.• Have a plan for addressing situationsthat may include removing theindividual or the other individuals fromthe situation.• Work with the supervisor and other staffto learn nonviolent crisis intervention.• Make sure a communication plan is inplace that defines codes for assistancewhen using intercoms and cell phones,and a plan for informing parents whensomething has occurred.• Make sure a team action plan orprotocol is in place.Interventions to reduce bullying behaviourYou will need to coach all individuals—including those who are being, orhave been, bullied and those doing thebullying—on how to prevent and stopbullying. Research says that when peersstep in to stop bullying, it can stop most ofthe time within 20 seconds. People beingbullied, as well as those who witnessbullying, need support from adults whowill listen to them and who can help them.Most bullying is not witnessed by adultsso it’s important to listen to individualswho come and talk to you about bullying.Individuals who bully also need copingand friendship skills and family support.You can find additional support materialson the Government of Alberta’s website athttp://www.bullyfreealberta.ca, or on thewebsite at http://www.b-free.ca.One strategy you might use is to work withthe individual to fill in a SWOT (Strength,Weakness, Opportunities, Threats) chart. Acompleted sample is provided below.You can see that when an individualcompletes the form, not only does thatperson gain more self-awareness, but theindividual takes an active role in definingsolutions to the problem behaviour.46Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

StrengthsKids usually pay attention to mewhether or not I bully them—maybethey’d like me better if I stoppedbullying.I can learn new ways of behaving andmaking friends.I can take responsibility for my actions.OpportunitiesThere are kids I can be friends with:I can help other kids by:Teamwork SkillsI can say I’m sorry when I hurt ______.I can like my friends the way they are. Idon’t have to try to change them.WeaknessesI push other kids around.I don’t treat kids the way I would like tobe treated.I’m not really thankful for my friends.I find reading difficult.I can’t control my anger.ThreatsI’m afraid of (fill in the blanks). Someexamples are:• playing sports, or a certain sport• the teacher asking me a question• not getting invited to birthday parties• looking stupid• looking like I don’t belong• being excluded.Other people bully me.Teamwork SkillsTime managementWe could place time managementskills under a number of headings inthis resource because it is an importantpersonal skill as well as a teamwork skill.When you have difficulty managingyour time, the personal result is oftenadded stress. When you have difficultymanaging your time and you are involvedin collaborative work, everyone you workwith is affected.Daily and weekly time management• Use a day planner. Every time you agreeto a meeting or a deadline, write it inyour day planner.• Put a note in the day planner at leasttwo days in advance of major deadlinesor obligations, to remind you to prepare.• At the end of each day, make a list ofwhat you need to accomplish the nextday.• Prioritize the list.• Define how many hours of the day youwill work on each of the items on yourlist.• Check off items as you work your waythrough the list.• Arrive at appointments 15 minutesbefore you are required to be there.• Review your schedule.• Make sure you have all the materialsyou need—pencils, books, paper, othersupplies.• Check your voice mail and e-mail twicea day—in the morning and at the closeof the day.• Chart any verbal or recorded notes youmade throughout the day in the ABCBinder you created.Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.47

Working with othersBe willing to step up to the plate andinitiate or get involved with projects andactivities in your workplace.Reflecting on Learning• What information in this section really caught your attention?• What was the biggest surprise about what you learned in this section?• How does the information in this section challenge or affirm what you knowabout behaviour and what you see practised in different situations?• What key information or idea in this section would you be interested inexploring further?48Supporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.

ReferencesAlberta Education. 2011. Framework for Student Learning. Edmonton, AB.Alberta Education. 2008. Supporting Positive Behaviour in Alberta Schools: An IntensiveIndividualized Approach. Edmonton, AB.Alberta Education. 2006. Focusing on Success: Teaching Students with Attention Deficit/Hyperactivity Disorder, Grades 1–12. Edmonton, AB.Alberta Education. 2003. Teaching Students with Autism Spectrum Disorders. Edmonton, AB.Alberta Learning. 2003. The Learning Team: A Handbook for Parents of Children with SpecialNeeds. Edmonton, AB.Alberta Education. 2004. Building Strengths, Creating Hope: Teaching Students with FetalAlcohol Spectrum Disorder. Edmonton, AB.Bain, Karen and Brenda Sautner. 2007. BOATS: Behaviour, Observation, Assessment andTeaching Strategies. 2nd Edition. Edmonton, AB: Special Education Council. AlbertaTeachers’ Association.Education Department of Western Australia. “Inclusive Education.” http://www.det.wa.edu.au/inclusiveeducation. Accessed May 3, 2011.Farrell, Michael. 2006. The Effective Teacher’s Guide to Behavioural, Emotional and SocialDifficulties: Practical Strategies. New York, NY: Routledge.Kaufmann, Roberta and Robert Wandberg. 2010. Powerful Practices for High-performingSpecial Educators. Thousand Oaks, CA: Corwin.Malbin, Diane. 1999. Fetal Alcohol Syndrome/Alcohol-Related Neurodevelopmental Disorder:A Five-part Set of Information for Parents and Professionals; Set Five: Master Set: Collection ofSets One Through Four. Portland, OR: FASCETS, Inc.McGinnis, E., & A. P. Goldstein. 1997. Skillstreaming the Elementary School Child: NewStrategies and Perspectives for Teaching Prosocial Skills. Champaign, Ill: Research Press.Palo Alto Medical Foundation. “Communication Skills.” http://www.pamf.org/teen/abc/buildingblocks/skills.html. Accessed April 21, 2011.In-Tuition: In Company Learning Solutions. “Are You Using These Basic CommunicationSkills?” http://www.practical-management-skills.com/basic-communication-skills.html.Accessed April 21, 2011.Roffey, Sue. 2011. Changing Behaviour in Schools: Promoting Positive Relationships andSupporting Positive Behaviour: A Career and Technology Studies CCS 3050 ResourceCopyright © 2012 Edmonton Public Schools. Permission to reproduce student materials granted for individual classroom use only.49