Session 1
9.00 - 10.30
An Introduction to Aggression and Trauma
While aggression and violence is often conceived of as a learned behaviour that peaks during adolescence, this session, based on the research of Richard Tremblay, shows that aggressive behaviours have their origins in early childhood and even infancy. Findings from major longitudinal research programs are used to illuminate the processes by which most children learn alternatives to physical aggression as they grow older while a minority become increasingly violent. The multiple influences on behaviour are examined where participants are challenged to examine which factors are within their sphere of influence.
Session 2
10.50 - 11.15
FACTS
The Functional Assessment Checklist for Teachers and Staff (FACTS) is a two-page interview used by school personnel who are building behaviour support plans. The FACTS is intended to be an efficient strategy for initial functional behaviour assessment. The FACTS is completed by people (teachers, support staff, families) who know the student best, and used to either build behaviour support plans, or guide more complete functinal assessment efforts. The FACTS can be completed in a short period of time(5-15 mins). Participants will become familiar with this tool and will complete a FACTS part A & B on a student of their choice.
Session 3
11.15-12.30
Crisis Prevention Part 1
This session will explore a behaviour escalation model (Colvin and Sugai, 2004) that provides a means for understanding, assessing and managing escalating behaviour. The model is based on the identification and mapping of individual behavioural idiosyncrasies across 7 phases of escalation. The process of identifying subtle changes in behaviour provides opportunitues for practitioners to creatively intervene early in the chain of events and decrease the likelihood of the behaviour escalating. Ulitimately the aim being to teach replacement behaviours so that more appropriate chains of behaviours can be established (problem solving strategies). This model is based on the foundations of functional behavioural assessment and is a powerful tool providing a significant contribution to the effective management of severe behaviour-disordered students.
Session 4
1.30-2.30
Crisis Prevention Part 2
The focus of the workshop is on crisis prevention planning however crisis situations are still likely to occur from time to time. Peak behaviours depending on intensity, severity and duration require emergency strategies such as evacuations and responses ranging from both verbal and non-verbal crisis communication, to evasion through to physical assistance and restraint. This session will briefly outline best practice in the area of crisis managment.
Session 4
14.30-15.30
Collaborative Planning Time
Participants will be given the opportunity to work through the information received in during the morning sessions to develop a plan for their target student.
Structured activities will be utilised to assist this process
