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ERIC Number: ED502983
Record Type: Non-Journal
Publication Date: 2008
Pages: 130
Abstractor: ERIC
Reference Count: 45
ISBN: ISBN-978-0-7785-6423-2
ISSN: N/A
Supporting Positive Behaviour in Alberta Schools: An Intensive Individualized Approach
Souveny, Dwaine
Alberta Education
Drawing on current research and best practices, this third part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for providing intensive, individualized support and instruction for the small percentage of students requiring a high degree of intervention. This system of individual student support is designed to provide teachers with effective strategies to improve behavioural outcomes for students with behavioural disabilities. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive classroom environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Modification of the classroom environment that ensures that the physical environment and routines support positive behaviour ad reduce opportunities for problem behaviour; (3) Differentiated instruction hat looks for ways to restructure learning tasks and activities, considers the timing of activities and teaches strategies for academic success; (4)Understanding individual student behaviour, including the goals or functions of behaviour, and the escalation cycle; (5) Social skills instruction that provides structured and intensive interventions to help students learn new behaviours that replace problem behaviours; (6) Positive reinforcement that motivates students to use new social skills and demonstrate positive behaviour consistently and independently; (7) Fair and predictable consequences for behaviour that adversely affects the student, other students and/or the school community; (8) Collaborative teamwork and a wraparound process that support the individual student, the classroom teacher, other school staff and the student's family; (9) Data-driven decision making that clearly identifies and describes behaviours that need improvement and measures progress over time; and (10) Individual behaviour support plans that describe the specific steps the learning team will take to change problem behaviour and maintain safety in the classroom. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular student. (Contains 14 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Darci Fulton, and Brenda Sautner. For other reports in series, see ED502982 and ED502984]
Alberta Education. 11th Floor Capital Boulevard, 10044 - 108 Street, Edmonton, Alberta T5J 5E6, Canada. Tel: 780-427-6297; Fax: 780-427-5927; e-mail: Library.Learning@gov.ab.ca; Web site: http://education.alberta.ca
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Alberta Education, Learning and Teaching Resources Branch
Identifiers - Location: Canada