Positive Behaviour Support Strategies for Students with Aggressive Behaviour: A Step by Step Guide to Assessing a Managing a Preventing Emotional and Behavioural Difficulties

Dolly Bhargava

Description

Positive Behaviour Support Strategies for Students with Aggressive Behaviours equips parents, educators and professionals with the knowledge and skills to assess, manage and prevent challenging behaviours in children who have been diagnosed with Conduct Disorder or exhibit persistent aggressive behaviour.Practical strategies on how to design the environment, activity and instructions to facilitate positive changes will be provided.A Use the comprehensive questionnaires and checklists to develop positive behaviour support plans to support your student consistently in all settings.A This invaluable resource is useful for parents, teachers, early childhood educators, support staff, and mental health, allied health and supervisoryA professionals who support students with aggressive behaviours.

Sujets

• Sociologie, société et politique
• Psychology

Informations

• Publié par: eBookIt.com
• Date de parution: 09 février 2018
• Nombre de lectures: 0
• EAN13: 9781456630317
• Langue: English

Extrait

BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


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Dolly Bhargava


Speech Pathologist with Masters in Special Education




Positive Behaviour Support Strategies for Students with Aggresive Behaviour



A step by step guide to assessing, preventing and managing emotional and behavioural difficulties





Copyright © 2018, Behaviour Zen PTY Ltd.
The contents of this book (text and graphics) are protected by international copyright law. No part of this publication may be repro- duced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of Dolly Bhargava. To obtain permission, email: [e-mail]
Target behaviour data collection forms can be reproduced with citation: Bhargava, D. (2018). Positive Behaviour Support Strategies for Students with Aggressive Behaviour: A Step by Step Guide to Assessing, Preventing and Managing Emo- tional and Behavioural Difficulties. Perth, WA: Behaviour Zen Pty Ltd.


Disclaimer
The information set out in this booklet is of a general nature only and not exhaustive on the subject matter. The information may or may not be relevant to particular to your student’s cir- cumstance. This book should not be used as a diagnostic tool. Persons implementing any recommendations contained in this publication must exercise their own independent skill or judge- ment or seek appropriate professional advice relevant to their own circumstances when so doing.
Note:
In this book we have used the term ‘student’ to refer to children and adolescents with Conduct Disorder or who exhibit aggressive be- haviours.



Dolly Bhargava


Speech Pathologist with Masters in Special Education


Positive Behaviour Support Strategies for Students with Aggresive Behaviour.


A step by step guide to assessing, preventing and managing emotional and behavioural difficulties






BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Aggresive Behaviour.


©






BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


©





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Introduction
Aggressive Behaviour
Definition
Causes
Associated Emotional and Behavioural Difficulties
Positive Behaviour Support Defined
Positive Behaviour Support Team
Positive Behaviour Support Stages
Positive Behaviour Support: Assess Stage
Positive Behaviour Support: Manage Stage
Positive Behaviour Support: Prevent Stage
Concluding Remarks
References


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Table of Contents




BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Aggresive Behaviour.


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Introduction


All students experience difficulties with managing their emotions and behaviours at one time or an- other. With understanding, support and encour- agement, most students learn the skills they need to manage their own emotions and behaviours. How- ever, students who exhibit aggressive behaviours or have a diagnosis of Conduct Disorder (CD) repeat- edly engage in emotional and behavioural responses that can cause serious harm to others and/or them- selves. Despite best efforts and intentions, the stu- dent has difficulties learning how to manage their emotions and behaviours, and the situation doesn’t appear to improve.
As a parent, teacher, support staff member or pro- fessional, directly facing the student’s challenging emotional and behavioural responses daily can leave you feeling stressed, exhausted and disheartened. If any of this sounds familiar, then you have come to the right place.
This book will provide you with a roadmap devel- oped from the evidenced based approach of Positive Behaviour Support (PBS) to help you guide the stu- dent learn positive ways of behaving and managing their emotions. Through your persistence, patience and perseverance you can make a difference in your student’s life.
The road to behaviour change begins with the first step. I would like to take this opportunity to com- mend you for taking the first step in this journey to build a better future for your student.
Best wishes on the journey.


Dolly Bhargava





BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.


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Defining Aggressive Behaviour


Aggressive behaviours are defined as acts intended to cause physical or psychological (emotional) harm to an- other person (Stafford-Brown, Rea and Eldridge, 2016). Most students display aggressive behaviour at various stages of development. A student may snatch a toy from a peer, push a peer who is too close, kick a peer who is making fun of them, call a peer names, or scream if something is taken away. While most students outgrow this kind of behaviour as they mature emotionally and develop more sophisticated language and problem solving skills, some students do not.
This book contains information that is useful for students who exhibit aggressive behaviours or have the diag- nosis of Conduct Disorder (CD).
The Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) [American Psychiatric Publish- ing (APA), 2013], is a handbook that is used by professionals around the world to diagnose mental disorders. The DSM–5 describes CD as a persistent and long term (chronic) pattern of very problematic behaviour in which there are serious violations of social norms and rules. The behaviour problems are associated with phys- ical aggression directed towards people and/or animals, destruction of property, deceitfulness, or theft and/or serious violation of rules. In other words the student frequently and persistently is aggressive in situations where others of the same age would not respond aggressively. This disturbance in behaviour causes clinically signifi- cant impairment in social, academic, or occupational functioning (APA, 2013).
DSM-5 describes the three subtypes of CD:
Childhood onset (i.e. the child showed at least one symptom characteristic of CD before the age of 10 years)
Adolescent onset (i.e. the child showed no symptom characteristic of CD before the age of 10 years)
Unspecified onset (i.e. unable to determine at what age the onset of the first symptom was)


Causes
There is no single cause of aggressive behaviours. Instead, it is the product of the interaction between multiple risk factors. They include:
Hereditary factors - Certain personality traits inherited from family members can make the child vulnerable to developing CD.
Temperamental factors – The child has a difficult temperament or is aggressive from an early age that is difficult to manage.




BHARGAVA, D. (2018). Positive Behaviour Support Strategies for Students with Aggresive Behaviour.


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Environmental factors -The influence of the family, cultural, interpersonal, school program factors, and phys- ical aspects of the environment can influence the student’s behaviour (Griffiths & Gardner, 2002). Some of the factors include:


Parental lack of supervision
Parental rejection and neglect
Parental discipline is too harsh or too relaxed or inconsistent
Parental inconsistent child rearing practices
Parental criminality
Parental disharmony
Lack of parental monitoring
Parents with mental health problems
Parents with substance abuse problems
Parents involved in criminal behaviour
Student has been physically or sexually abused
Student living in institutionalised care
Student has frequent changes of caregiver/s
Student is part of a large family


Associated Emotional and Behavioural Difficulties
The student with aggressive behaviour or with a diagnosis of CD may exhibit some, or all of following:



Aggression towards people and animals

Destruction of property

Deceitfulness or theft

Serious violations of rules

Often bullying, threaten- ing, or intimidating others
Often initiating physical fights.
Use weapons that can cause
serious physical harm to others (e.g. a bat, brick, broken bottle, knife and guns)
Being physically cruel to people
Being physically cruel to animals.
Stealing while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery)
Forcing others into sexual activity

Deliberately engaging in fire setting with the intention of causing serious damage
Deliberately destroy- ing others’ property (other than by fire setting)

Breaking into some- one else’s house, building, or car
Often lying to obtain goods or favours or to avoid obligations (i.e. “cons” others)
Stealing items of non-triv