RESOURCES & MATERIALS

Kelty Mental Health

Students
Requiring
Many different webinars and series on behaviour
support for parents and school staff.
https://keltymentalhealth.ca/collection/keltys-

Behaviour
recommended-resources-behavioural-challenges

Game Ready

Support
Surrey Schools has a partner program to support
students during school time in sessions at their gym.
Consult a District Behaviour Specialist.
https://gamereadyfitness.com/

Crisis Prevention
Non-Violent Crisis Intervention Training can be
helpful for all staff to be using similar strategies.
Great website for resources.
https://www.crisisprevention.com/en-
CA/Blog/Student-Management-Techniques
REFERENCES

Child Mind Institute

Great resources to be used to better understand
disruptive behaviour
https://childmind.org/topics/for-
educators/managing-disruptive-behavior/
Understood
Positive Behaviour strategies refocus from the
negative to the positive. It is useful for all learners.
This approach is great to have school wide for
consistency.
https://www.understood.org/en/school-
learning/for-educators/universal-design-for-
learning/what-are-positive-behavior-strategies
BC Ministry of Education. (2016, April). Special Education Services: A
Manual of Policies, Procedures and Guidelines. Victoria, BC, Canada
Lana, T. (2017). Responding to Disruptive Students. Edutopia.
MayerG. R., Wallace M. , & Azaroff B.S.(2013), Behaviour Analysis A TEACHING SUPPORT RESOURCE
for Lasting Change (2nd ed.).16.
INCLUDING STRATEGIES, RESOURCES,
Newman, P. (2019). Classroom Management Strategies to Address AND MATERIALS
Behavioral Problems. Retrieved March 15, 2021, from
https://www.kickboardforschools.com/classroom-behavior- ISABELLA ABBINANTE
management/classroom-management-strategies-to-address- MANJOT BADESHA
behavioral-problems/ SHARI BOOTSMA
HARRIET AVERILL
Parsonson, B. S. (2012). Evidence-based Classroom Behaviour
Management Strategies. Kairaranga, 13(1), 16-23.

PBIS
Many great resources and materials. The
student/teacher game is a great to play to develop a
classwide community of expected behaviour.
https://www.pbis.org/resource-type/materials

BY: MANJOT
 ALL BEHAVIOUR IS STRATEGIES
EXPLANATION OF THE
COMMUNICATION
CATEGORY
Clear and simple rules and
"Reinforcement is the fuel that drives and supports expectations that are applied
behaviour change.Regardless of the responses on The BC Special Education Policy Manual
fairly and consistently states that “Students who require behaviour
which they are dependent- good, bad, or indifferent-
reinforcement increases the likelihood that the Create predictability of supports are students whose behaviours
individual will repeat that particular behaviour." events and activities by reflect dysfunctional interactions between
(Mayer R.G. & Wallace M. 16) establishing routines and the student and one or more elements of the
If we can determine the function of the behaviour; environment, including the classroom,
what need it serves; dealing with frustration, pain, cues for transitions
school, family, peers and community...
inability to verbally communicate, fear, achieving a Frequent use of both verbal Behaviour disorders vary in their severity
need,it is easier for staff to stop the cycle by and non-verbal praise and effect on learning, interpersonal
discontinuing reinforcing behaviour.
"“Behavior is communication. Behavior has a function.
Monitor task difficulty; relations and personal adjustment.” P. 56
Behavior occurs in patterns,”Minahan, J. & disruptive behaviour can
Rappaport,N.MD (2012) The Behaviour Code, argue Moderate supports will be needed if there is
often be associated with
that we can only model kind, honest and thoughtful aggressive behaviour (physical, emotion or
behaviour. They remind us, we cannot control the
learning deficits sexual) or hyperactivity.
behaviour of others. Class materials and
n his article on Responding to Disruptive Students, participation opportunities There are also behaviours associated with
Tommaso Lana suggests drawing a map of the substance abuse, child abuse or neglect or
should be inclusive of all
classroom and analysing pathways around the room. delinquency.
He also suggests identifying an area in the room students
where a teacher can observe without intervening, Strategic seating To qualify for moderate supports (category
using an ABA observation sheet.
arrangements R), the behaviour must be disruptive to the
If er ask ourselves 'what is the function of the
behaviour?', we can start to unravel individual Using choice and student class environment, social relationships or
complexities and with this knowledge, design interests increases personal adjustment over an extended
strategies to include or behaviours within ourselves period of time, in more than one setting, and
engagement (Parsonson)
to accept and support our students. cannot be managed with regular classroom
Build strong relationships; this strategies. Some students will require
creates a culture of respect intensive behaviour supports and will be
Promote student agency eligible for special education funding
Implement a rewards system (category H). Students in this category may
need alternate placements outside the
to help encourage positive
regular classroom, and will require support
behaviour (Newman) from other professionals.

BY: HARRIET BY: ISABELLA BY: SHARI