{"id":2798,"date":"2019-01-22T20:12:58","date_gmt":"2019-01-22T12:12:58","guid":{"rendered":"http:\/\/scc.sg\/e\/?page_id=2798"},"modified":"2019-01-27T17:18:19","modified_gmt":"2019-01-27T09:18:19","slug":"positive-behaviour-support-workshop-for-teachers","status":"publish","type":"page","link":"https:\/\/scc.sg\/e\/positive-behaviour-support-workshop-for-teachers\/","title":{"rendered":"Positive Behaviour Support Workshop for Teachers"},"content":{"rendered":"
<\/div><\/div><\/div><\/div>\n

Positive Behaviour Support Workshop for Teachers<\/h1>
<\/div><\/div><\/div>
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<\/span><\/span><\/div>
\n

Overview<\/h2>\n

There are overall 18,000 students with mild special educational needs in mainstream schools in\u00a0Singapore. According to a recent statistics report, approximately 10,000 of these students are in\u00a0the secondary level.<\/p>\n

In addition, a new regulation from the Ministry of Education<\/a> will be\u00a0implemented in 2019, wherein all children with moderate to severe special education needs will\u00a0be part of the compulsory education framework<\/a>. These children will be required to attend a\u00a0special education school funded by the government, unless the child is granted exemption.<\/p>\n

This means that educators as well as parents of children and youth with special needs will be\u00a0requiring further help and support, especially when it comes to handling the children and youths\u2019\u00a0challenging behaviours that come alongside the adjustments they are facing now and the\u00a0changes they will be confronted with.<\/p>\n<\/div><\/section>
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<\/span><\/span><\/div>
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What is Challenging Behaviour?<\/h3>\n

Challenging behaviour is persistent behaviour that leads to problems and difficulties to the child\u00a0or youth with special needs. It is considered challenging because it challenges the individuals\u00a0who assist the child or youth with special needs to understand why the behaviour is happening\u00a0and to be able to work together to achieve a solution.<\/p>\n

Examples of challenging behaviours include tantrums, aggression (e.g., hitting, pinching,\u00a0 kicking), destruction (e.g., throwing objects, flipping tables), self-injury (e.g., head banging,\u00a0self-biting), and various other behaviours (e.g. running away).<\/p>\n

Typically, a challenging behaviour\u00a0puts the safety of the person with special needs or others in some danger as well as restricts\u00a0the child or adolescent\u2019s capacity to have a good life.<\/p>\n<\/div><\/section>
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<\/span><\/span><\/div>
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What is Positive Behaviour Support (PBS)?<\/h2>\n

Positive Behaviour Support (PBS) is grounded on the theory of learning, with a growing evidence base as an effective method in dealing with challenging behaviours. PBS also has a strong values base and is a person-centred approach, where its focus is on the individual and\u00a0his or her unique needs. It is positive as it enhances and strengthens the helpful and suitable\u00a0behaviours\u2014this gives more focus on the positive behaviours in dealing with challenging\u00a02\u00a0behaviours.<\/p>\n

PBS is likewise preventive as it proactively anticipates when things may go wrong\u00a0and avoid it from happening.<\/p>\n<\/div><\/section>
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<\/span><\/span><\/div>
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Workshop Summary<\/h2>\n

This two-day workshop will include two parts: theory and practice.<\/p>\n

The first part will provide necessary information on challenging behaviours and will outline the\u00a0principles and elements of PBS including research evidence and case study examples.\u00a0Strategies for teachers to apply in the classroom will be shared.<\/p>\n

The second part will include hands-on training on how to gather and analyse behavioural data\u00a0as well as how to create a behavioural plan for the child.<\/p>\n<\/div><\/section>
\n

\n

Workshop Day 1 <\/span><\/span><\/span><\/p>

Workshop Day 1<\/h3>\n
    \n
  • Understanding Challenging Behaviour\n
      \n
    • What is it?<\/li>\n
    • Why does it happen?<\/li>\n
    • What can be done?<\/li>\n<\/ul>\n<\/li>\n
    • Finding the Causes of Challenging Behaviour\n
        \n
      • What is its function?<\/li>\n
      • What is the setting event?<\/li>\n
      • What are the triggers?<\/li>\n<\/ul>\n<\/li>\n
      • What is Positive Behaviour Support (PBS)\n
          \n
        • Key Components of PBS<\/li>\n
        • Research Evidence for PBS<\/li>\n<\/ul>\n<\/li>\n
        • Elements of Positive Behaviour Support\n
            \n
          • Describing the Behaviour<\/li>\n
          • Prevention Strategies<\/li>\n
          • Replacement Skills<\/li>\n
          • Responding to the Behaviour<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n <\/div> <\/div> <\/div><\/section>\n

            Workshop Day 2 <\/span><\/span><\/span><\/p>

            Workshop Day 2<\/h3>\n
              \n
            • Functional Behaviour Assessment (FBA)\n
                \n
              • Recording the Behaviour\n
                  \n
                • Antecedent-Behaviour-Response (ABC) Form<\/li>\n
                • Checklist of Challenging Behaviours (CCB)<\/li>\n<\/ul>\n<\/li>\n
                • Outcome of Functional Behaviour Assessment<\/li>\n<\/ul>\n<\/li>\n
                • Positive Behaviour Support Plan (PBS)\n
                    \n
                  • Identifying Information<\/li>\n
                  • Reasons for the PBS Plan<\/li>\n
                  • The Goals of the Team<\/li>\n
                  • Key Players<\/li>\n
                  • Child\u2019s\/Adolescent\u2019s Strengths<\/li>\n
                  • Activities, People, Times of the Day, or Child\/Adolescent Preferences<\/li>\n
                  • Description of the Problem Behaviours<\/li>\n
                  • Summary of Functional Assessment Information<\/li>\n
                  • General & Specific Intervention Information\n
                      \n
                    • General Intervention<\/li>\n
                    • Specific Behavioural Support Strategies\n
                        \n
                      • Setting Event Interventions<\/li>\n
                      • Antecedent Interventions<\/li>\n
                      • Teaching New Skills<\/li>\n
                      • Consequence Interventions<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n
                      • Crisis Intervention Plan<\/li>\n
                      • Evaluation and Communication Plan\n
                          \n
                        • Data Collection and Evaluation Plan<\/li>\n
                        • Plan for Communication<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n <\/div> <\/div> <\/div><\/section>\n<\/div><\/p><\/div>
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