Skill Deficit & Replacement Behaviour Training Module #8 Skill Deficits & Replac Waterloo Catholic District School Board Megan Delcourt, M.A., Behaviour Analyst Maria DeBrouwer, CYCW BE PROACTIVE NOT REACTIVE WCDSB, HDBS & Erinoakkids
Transcript
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Skill Deficit & Replacement Behaviour Training Module #8
Skill Deficits & Replac Waterloo Catholic District School Board
Megan Delcourt, M.A., Behaviour Analyst Maria DeBrouwer, CYCW
WCDSB, HDBS & Erinoakkids
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Behaviour All behaviour is: what you see what you hear what you
do communication fills a need is functional observable measurable
Not all Behaviour is: appropriate socially acceptable easy to
manage self explanatory (tells us what the student really wants or
needs) WCDSB, HDBS & Erinoakkids
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Skill Deficits/Replacement Behaviour When a student is
exhibiting/demonstrating a challenging behaviour, it is telling us
that we need to teach the student a more appropriate way to get
what he/she wants. By teaching a student a replacement behaviour,
we may be able to avoid further challenging behaviour from the
student, if we can successfully identify the skill deficit Megan
Delcourt, M.A., Behaviour Analyst WCDSB WCDSB, HDBS &
Erinoakkids
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Imagine that your brain was wired differently than everyone
elses, but people still had the same expectations for you How would
these situations make you feel. WCDSB, HDBS & Erinoakkids
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Social Implications Imagine that you were isolated because you
had no meaningful peer relationships. You have the same desire to
be accepted and loved as everyone else, but you have no way of
expressing these needs and wants Imagine that you did not
understand social rules. You have no idea how to join in on a game
or a conversation, so you sit alone and often play by yourself
WCDSB, HDBS & Erinoakkids
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Self Regulation Imagine that you did not have the ability to
understand/recognize feelings & emotions. How would it make
someone feel if you laughed at then when they were crying? Imagine
that you did not recognize someones tone of voice in reference to
how they are feeling. This person keeps on yelling at you because
you are not responding to their obvious cues. This situation often
ends in a negative consequence Imagine that you have no idea how to
manage your own emotions because no one has ever given you any
suggestions on how to regulate your body. None of these things come
natural to you WCDSB, HDBS & Erinoakkids
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Your Outcome for the Future There is no one to teach you the
skills you need to know in order to be successful and independent
Punitive methods are not affective, but everyone around you keeps
on using them as a method to change your behaviour because they
work for other students You learn that you get what you want from
your behaviour because people do not want to deal with you anymore
WCDSB, HDBS & Erinoakkids
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Can we teach a student the skills that they need to be
successful and independent?? WCDSB, HDBS & Erinoakkids
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Ask yourself? What are the behaviours observed? How is the
behaviour affecting the student? Is the behaviour affecting the
learning of the student or others? Is the behaviour affecting the
student socially? Is the behaviour affecting the reputation of the
student at school or in the community? Is the behaviour affecting
the safety of the student and/or others? Are the behaviours age
appropriate? How is the behaviour getting the student what he/she
wants or needs? WCDSB, HDBS & Erinoakkids
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Proactive Strategies Proactive strategies assist the student in
appropriate learning opportunities specific to their needs Some
students have not been taught appropriate behaviours, therefore
continue to exhibit challenging behaviours through repetition You
cannot successfully change behaviour without teaching a replacement
behaviour. Our actions will determine if the challenging behaviour
will be: Maintained Decelerated Accelerated WCDSB, HDBS &
Erinoakkids
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Examples BehaviourProactive Strategy Miranda makes
inappropriate sounds during class and her peers laugh Teach Miranda
other ways to gain her peers attention Johnny will flop of the
floor when he is not first in line Teach Johnny that everyone will
have a chance to be first in line. We cannot always be first Andrew
becomes so aggressive without any warning signs Teach Andrew self
regulation skills to assist him with managing his own feelings and
emotions Every time Janet refuses to do her work, the teacher
allows her to sit and do nothing Provide appropriate modified work
followed by a reward or a choice WCDSB, HDBS & Erinoakkids
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Establishing a Plan Identify the target behaviour through data
collection What skills need to be taught? Establish a plan that
involves: 1) What will the replacement behaviour be? 2) How will
the replacement behaviour be taught? 3) Who will teach the
replacement behaviour? 4) What motivators will be used for
reinforcement? WCDSB, HDBS & Erinoakkids
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Replacement Behaviour Things to keep in mind: Should serve the
same function as the previous behaviour Should be easy to for the
student to learn Should be age appropriate Should be as discrete as
possible (if applicable) Should be socially appropriate WCDSB, HDBS
& Erinoakkids
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Teaching the Skill Skills need to be taught according to their
own specific requirements: What prompting methods will be required?
(Verbal, visual, partial, positional, partial physical, full
physical) Provide many opportunities to practice the new skill
Provide immediate reinforcement even if the whole skill is not
demonstrated Collect data to reflect how many time a day the skill
has been practiced and the level of prompting that was required
(see skill acquisition tracking sheet) WCDSB, HDBS &
Erinoakkids
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Who Will Teach the New Skill? Who will be involved in teaching
the new skill? Ensure that everyone is consistent with teaching and
reinforcing the student Can/will the students family support the
skill development at home? WCDSB, HDBS & Erinoakkids
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Important things to Consider Once the student is able to
demonstrate some independence with the new skill, fade your level
of prompting to ensure that the student does not become prompt
dependant Just because a student has mastered a skill does not mean
that he/she does not have to demonstrate it. Students should be
asked from time to time to show that the skill is actually
mastered. This is called maintenance WCDSB, HDBS &
Erinoakkids
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Common Skill Deficits in Students Self Regulation what does
this look like or feel like? What do I need to do before my engine
revs to high? Social Skills age appropriate, conversations, special
interests, being polite, being a good friend Communication not
having the words to express needs and wants. Actions do not match
needs Defiance inappropriate work, unclear expectations, rigidity,
lack of skills to preform a task, low self esteem WCDSB, HDBS &
Erinoakkids
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Proactive Strategies are Key!!! Providing appropriate
strategies to replace less desirable behaviour is key to the
students success! The sooner we can identify a students skill
deficit, the sooner he/she can be successful at school and in the
community If we fail to provide appropriate skills, students
behaviour will be maintained and become increasingly difficult to
change WCDSB, HDBS & Erinoakkids
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Conclusion Be Proactive Not Reactive WCDSB, HDBS &
Erinoakkids
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Thank You! Module # 9 The Generalization & Maintenance of
Skills This module has been brought to you be the Behaviour Support
Team Strategic Plan 2015 WCDSB, HDBS & Erinoakkids