When developing our curriculum, to ensure our program would offer quality educational outcomes; I created a Venn diagram that conveyed the interconnection of:
BYLC’s mission, vision and values.
The core knowledge, understanding, skills and values outlined in Melbourne Declaration.
The Australian Curriculum’s (AC) learning areas, general capabilities and cross-curriculum priorities.
Due to the disengaged nature of our students, I surmised, that the AC’s general capabilities provide an excellent structure for the life-skilling programs we implement at BYLC. Therefore, I mapped the AC’s English and Mathematics content descriptors to the Literacy and Numeracy general capabilities as a basis for our modified curriculum.
Applying the knowledge I gained while working as an early intervention behavioural therapist for children with ASD, I have initiated and facilitated Functional Behaviour Analysis (FBA) as means of collecting and analysing data on students who exhibit difficult behaviours. I have directed staff in collecting data on a student who was displaying on-going anti-social behaviours and performed an FBA. I deduced the motivation behind many behaviours was to gain attention from adults. To lessen his need to
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Setting short and achievable tasks.
Providing ongoing constructive feedback throughout the class.
In addition to this, I have conducted Child Behaviour Checklists (CBCL) with the teachers and parent of a child who was displaying behaviours indicating a Social Emotional Disorder. This information was provided to the student’s doctor so she could make a referral to a psychologist as part of his Mental Health Treatment Plan.
To better direct our school-based positive behaviour strategies, I have also used the principles of FBA to modify the school’s incident report form to gather behavioural data. In particular, I included sections to collect data on:
Preceding events
Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what
The policies and procedures within my placement school relevant to promoting children’s and young people’s positive behaviour cover a range of six sectors these are
Functional Behaviours of concern often arise in the context of learning, developmental disability or giftedness, verbal and/or physical aggression and having difficulties with emotional self-regulation. Call us to know more Behaviour Assessment and Behaviour Support Service at Listen And Learn Centre Melbourne, Victoria Australia.
When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the
When developing our curriculum, to ensure our program would offer quality educational outcomes; I created a Venn diagram (See Appendix A) that conveyed the interconnection of:
This has shown me that while the situations that occur in Justin Another Kid may seem far-fetched and exaggerated, these are very real things that we will have to deal with in the classroom. During class, we discussed how an FBA and a BIP can be used to identify and manage problematic behaviors. Additionally, we discussed the key elements of an FBA. Through my observations, I was able to identify patterns of behavior, antecedents, and consequences. It was very similar to how we completed the examples in class; however, it was much more fast-paced and more challenging to catch all of the
School counselors need to use assessment tools to support students with issues that may interfere with their academic success. Further, it is important that school counselors use assessments that are both reliable and valid so that the data is accurate and the student is not harmed (Whiston, 2013). This paper compares the behavior assessment system for children second edition (BASC-2) and the child behavior checklist (CBCL) to compare the assessments to identify if one may be more appropriate for use with students to measure the same construct. A comparison of the assessments’ psychometric properties of reliability and validity are discussed, along with an analysis of theory and procedures to acquire reliability and validity. Next, an interpretation
Curriculum content is also focused on capabilities that students need to have achieved at different levels of schooling. These seven capabilities are; literacy, numeracy, information and communication technology competence, critical and capable thinking, ethical behaviour, personal and social competence and intellectual understanding. These capabilities can be addressed through the eight learning areas, which have been or are going to be included in the national curriculum. The four principal subjects of Mathematics, English, Science and History – which have already been implemented in the Australian Curriculum as part of phase one - and secondary subjects; Geography, Personal Development, Health and Physical Education (PDHPE), creative arts, technology and languages – which are going to be implemented in the Australian Curriculum in phases two and three. These learning areas and subjects cover the range of curriculum content in primary teaching and learning.
| Use own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions
Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minor
A lot of students with SPD practice “learned avoidance”., which can lead to depression and social isolation. Sometimes a remediation approach, which is, a controlled repeated exposure to the offending stimuli, in a positive manner can help to “normalize” the condition. Moyes believes that a Functional Behavioral Assessment and Applied Behavior Analysis are essential components in the data collection process. Data derived from assessments and observations need to drive the support decisions. The data from the observations will determine which interventions are or aren’t
Field, tenor and mode are vital components of any form of academic text to provide a dynamic stance on a particular topic. The academic register is evidently clear in the text. In particular, there are multiple discourse participants to strongly support the main argument. Register comes together in this article to fight for the equality of literacy and numeracy across all countries. Australia has always held high standards within education, however, recent studies show these standards are declining compared to other countries. Due to a number of reasons, it has been found that we may need to focus on improving these levels before it escalates to a larger problem for future students. Affecting all Australian residents and particularly
SWPBS was developed from the principles of behaviour analysis and aims to create a positive school culture to enable a safe school environment that ultimately supports positive behaviours for all students (Sugai and Horner 2002). SWPBS is based on
For the objective of this assignment I will be reflecting from three student profile reports; “Sample A, Sample B, Sample C” (attached) generated through a program called i-Ready from Curriculum Associates along with my personal experiences and personal internet research of the i-Ready program and developers; Curriculum Associates, in addition to alignment with the California Frameworks for Mathematics; Assessments. The attached reports came from Avery Middle School’s Administration of Vallecito Unified School District from a 7th grade math class. The student names on the attached reports have been blacked out for confidentiality purposes.
In this case study, one student has Autism Spectrum Disorder (ASD) and his behaviour interferes with his ability to learn. Thomas displays social, emotional and behavioural difficulties. He has difficulty understanding social interactions and is unable to read the body language of others. Thomas likes to work in a structured classroom and becomes visibly distressed when there are changes in routine. Autism Spectrum Disorder (ASD) is an educational issue that must be addressed if students are to reach their full potential. Children with autism often have an obsession with a