Supporting Positive Behaviour
in Alberta Schools
Dwaine M Souveny
Central Alberta Regional Consortium
2010-2011
D.M. Souveny
Understanding Student Behaviour
Supporting Positive
Behaviour in Alberta
Schools
Key Element # 7
Fair & Predictable
Consequences
March 15, 2011
Dwaine M Souveny
Central Alberta Regional Consortium
2010-2011
dynamicdevelopment@shaw.ca
Supporting Positive Behaviour
In Alberta Schools (2008)
 A School Wide
Approach
 A Classroom Approach
 An Intensive
Individualized Approach
D.M. Souveny
Understanding Student Behaviour
Supporting Positive Behaviour in Alberta
Schools
10 Key Elements
Key Element
Key Element
Key Element
Key Element
Key Element
Key Element
1: Positive Relationships
2: Learning Environment
3: Differentiated Instruction (DI)
4: Understanding Student Behaviour
5: Social Skills Instruction
6: Positive Reinforcement
Key Element 7: Fair and Predictable Consequences
D.M. Souveny
Understanding Student Behaviour
Supporting Positive Behaviour in
Alberta Schools
Key Element Seven: Fair and
Predictable Consequences
Motivation
“Motivation only enables us to do what we are
already capable of doing.”
Creating Choices With Creative
Consequences: Positive Consequences
• Positive consequences = something the child wants
that you feel comfortable giving
Key Element #5:
Fair and Predictable Consequences
Reductive consequences = something the child does
not like that you feel comfortable giving
Discipline
Means “to teach”
…it is about learning not about retribution or
revenge
D.M. Souveny
Understanding Student Behaviour
Types of positive reinforcement
What are some ways that you use to motivate
students through the use of reductive
consequences?
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Types of Fair and Predictable Consequences
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•
•
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Redirecting
Planned ignoring
Correction and overcorrection
Restitution
Response Cost – removing or withholding preferred
activities
• Time away
• Time out
Guidelines of using Reductive
Consequences (p. 67)
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•
•
•
Clarity for behaviour and consequences
Deliver the consequence – Do not threaten – Do!
Use for teaching – not for punishing
Be consistent- it is not the severity that is important
it is the consistency
• Be sensitive of how and when the consequence is
delivered
• Deliver in a matter of fact manner
• Be aware of neurological factors that may hinder
usefulness of consequences
Pitfalls of Punishment (p. 68)
• Does not teach correct behaviour
• May result in reduced self concept or belief as
a “behaviour problem”
• Consequences at school may be mild
compared to experiences at home
• Activities/people associated with punishment
may become punishing
Giving Corrective Feedback
(School wide pg. 50)
• Avoid delivering negative consequences in front of
others
• Describe behaviour – in calm nonjudgmental manner
• Encourage student to describe behaviour that would
have been more appropriate
• Prompt with reminders (if necessary)
• Ask them to commit to that positive behaviour
• Thank them for their attention
D.M. Souveny
Understanding Student Behaviour
Making Restitution
(School-wide pg. 52)
After having hurt others – consider a “caring menu”
(in addition to or as an alternative to “sorry”
• Write a note
• Draw a picture
• Help with project or chore
• Share a book
• Play a game
• Make a card
D.M. Souveny
Understanding Student Behaviour
What is the problem with the following sequences?
1) Every time that Johnny is off task when the
instructions are given the EA “Scolds him and
then tells him what he is suppose to do.
2) Peter, who has Autism, sent out of the room
whenever he becomes agitated
3) Betty gets into a verbal confrontation with Sally
– she is sent to the principal’s office to work –
during the time in the principal’s office she
completes her homework
D.M. Souveny
Understanding Student Behaviour
Positive Reinforcement:
Classroom Procedures
Kevin is frequently out of his desk – so are many of the
others in the class - What is 1 thing that you could do on
a classroom basis to respond when he displays the
undesired behaviour?
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Creating Choices With Creative
Consequences
Suspensions and Expulsions
Read Pages 55-57 in School-wide approach to
recognize the Disadvantages of Expulsion
D.M. Souveny
Understanding Student Behaviour
Remember…
The ratio of positive reinforcement delivered
for good behaviours and through noncontingent attention should exceed the
attention for problem behaviour by at least
4:1
Success Summed Up
1. Preparation = Prevention
2. Desired Behaviours must be taught and
reinforced.
3. Undesired behaviours must be consistently
followed by a reductive consequence
Supporting Positive Behaviour
in Alberta Schools
….stay tuned
& invite a friend
Next time:
Collaborative Teamwork
April 19, 2011
Email or phone me 403 506 7091
dynamicdevelopment@shaw.ca