PB4L Conference 2019 - Classroom Problem Solving: Initial Step in the Tier Two Process

Saturday 31 August PB4L Conference Session 3: Marcus Gough and Wendy Morgan Classroom Problem Solving: Initial Step in the Tier Two Process 

1. Understanding where classroom problem solving fits within the PB3L framework

2. Complete behaviour assessment

3. Explore main functions of the classroom practices team

4. Complete behaviour support plan for an individual learner 

Where does classroom problem solving fit within PB4L?

• The filter between Tier 1 and Tier 2

• 80% students at Tier 2 (1-2 majors)

• 15% students at Tier 2 (2-5 majors)

• 5% students at Tier 3 (6+ majors per year)

3 minors = 1 major

Step 1 - problem identification

Step 2 - problem analysis

Step 3 - intervention design

Step 4 - follow up the intervention 

The Theory of Behaviour - Essential Behaviour Principles

• All we do is behave - behaviour is everything we do

• Most behaviour is learned

• Behaviour must be observed and measurable

• Behaviour tends to be triggered by an event around or within us

• Behaviour is purposeful and depends on the context and the person’s behaviour skill set 

• Behaviour is controlled (weakened or reinforced) by what happens after it - consequences

• Managing challenging behaviour is often unsuccessful because we try to manage the form of the behaviour (the what) rather than its function (the why)

• We can never directly manage/control another’s behaviour - we can only influence it by adjusting the contest or by improving the skill set 

The practices, systems and processes of PB4L are based on three assumptions about human behaviour: that it is functional, that it is predictable and that it is changeable 

Behaviour as Communication

• Behaviour is a form of communication

• Some students have learnt that problem behaviour is the most efficient way to communicate their needs

• When a learner repeatedly engages in socially unacceptable behaviour they are likely to be doing it for a reason - the behaviour is paying off for them

• When adults interpret behaviour as naughty or bad, they seek to control the behaviour through punishment, which has proven to be ineffective in the long term 

Functions of Behaviour

• Obtain or seek something - gain something they don’t have 

• To escape or avoid something - get rid of something unpleasant

Remember

• Learners are not always aware of the function of their behaviour - obtaining or avoiding

• Their behaviour is not always deliberate and calculated - sometimes they are acting on impulse and emotion in a moment of stress or anxiety

• The way that people have responded to the behaviour over time will have shaped and reinforced the behaviour 

Functional Behaviour Assessment - FBA

Process for identifying the…

• Purpose or function of a behaviour

• Variables that predict behaviour - when it is likely and when it is unlikely to occur

• Variables that maintain/reinforce the behaviour

• Components of an effective behaviour support plan 

ABC - antecedent, behaviour, consequence 

By knowing why learners behave the way they do, teachers can pedice when problem behaviours might occur and prevent them from happening

FBA provides a basis for teaching alternative ways of behaving so that learner’s needs can be addressed

Research has shown that interventions based on an FBA result in significant change in student behavior - come back down to Tier 1 level 

• If not, student requires more interventions in the Tier 2 level 

• RTLB? 

FBA - 5 step process

1. Describe the behaviour

• Describing the behaviour - needs to be observable (seen or heard), measurable (can be counted or timed), recognisable (everyone can identify this - teachers)

2. Identify the antecedent - trigger

• Immediate trigger before the behaviour occurs - consider the specific routine or context in which the behaviour most often occurs ex) when given a task to complete independenty that he’s not confident about - happens mostly in Maths 

3. Identify the consequence - outcome (what has reinforced it when the behaviour has occurred) 

• A response to the behaviour, what happens immediately after ex) send out of the classroom for time out, or sent to the Dean - what is the expected consequence 

4. Identify the function - what are they trying to get/avoid 

• Specifically what is being sought? Avoiding a difficult task he was asked to do by himself

5. Check for setting events - what else impacts their behaviour?

• Had a disagreement on the way to school, no breakfast, medication is off, child had significant trauma, etc.