Behaviour

Behaviour Support

Behaviour support in SD91 is not a specific program but the use of strategies and services designed to promote positive behaviour, manage challenges, support learner well-being and academic success, and foster inclusive learning environments in a non-punitive, systematic way.

Behaviour support is implemented and overseen by a Board-Certified Behaviour Analyst (BCBA) or equivalent. A BCBA has a master’s degree or higher, has completed specific coursework, has passed the certification exam administered by the Behaviour Analyst Certification Board. The BCBA collaborates with school teams and school professionals such as the Speech Language Pathologist, Occupational Therapist, and/or Counselor to develop support for learners using evidence-based practices and to provide data-based adjustments to programs. Behaviour support in SD91 is based on a tiered model and embraces the philosophy of Positive Behaviour Support. It is based on behavioural assessments and uses a Positive Behaviour Support plan to guide intervention.

Tiered Model and Positive Behaviour Support

The Tiered Model includes Tier 1: preventative and universal strategies for class-wide support, Tier 2: interventions for learners at risk or support in small groups, and Tier 3: intensive, individualized support.

Depending on the needs of a team and with the results of behavioural assessments, the school team develops goals and an individualized Positive Behaviour Support Plan with the BCBA.

Positive Behaviour Support (PBS) is based on the principles of Applied Behaviour Analysis

(ABA) and focuses on teaching and strengthening appropriate behaviour rather than punishing inappropriate behaviour. PBS is a proactive approach to improving learner behaviour and creating a positive environment.

Behavioural Assessments and Positive Behavior Support Plan

Behavioural assessments include information gathered from people who know the learner best, from the learner’s school file, from direct observations where the learner is observed in the school setting, from collected data, behavioural questionnaires, and skills-based assessments.

Functional Behaviour Assessment (FBA)

An FBA is an extensive, structured process to understand why a learner engages in challenging behaviour and is often the foundation of developing an individualized Positive Behaviour Support Plan.

An FBA is usually used if tier 1 and/or tier 2 strategies have not resulted in progress or if a learner is in a crisis situation. The FBA includes information about the behaviour of concern and conclusions from behavioural assessments. It might include an analysis of the challenging behaviour which is a scientific-based process of showing that the behaviour is understood correctly, that we know why the behaviour happens. As a result, the FBA creates information about events, triggers, and/or skills-deficits which might be the cause for challenging behaviour, a definition of the behaviour in a way that it can be observed and data can be collected, and the consequences which make the behaviour happen again or more often.

Positive Behaviour Support Plan (PBSP)

The PBSP is an individualized document that might include all or some of the following: a summary of the assessment results and/or a Functional Behaviour Assessment, a Behaviour Intervention Plan (BIP) which includes strategies for positive behaviour change and to respond to challenging behaviour which should line up with the safety plan, if existent.

A PBSP is a “living document” which will be adapted according to the progress of the learner and the information of the PBSP can support developing IEP goals for a learner and monitoring the learner’s progress.