Positive learning environments creating and maintaining productive classrooms 1st edition nobile sol

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Positive Learning Environments Instructor Manual

Chapter 6 Behavioural approaches

Chapter overview In Chapter 6, we introduce behavioural theory and explore approaches to positive learning environments aligned to that theory. Four approaches to behaviour and classroom management aligned to the behavioural paradigm – Applied Behaviour Analysis (ABA), Functional Behaviour Assessment (FBA), Assertive Discipline and Positive Behaviour Support (PBS) – are described, explained and critically examined in light of relevant research.

Before teaching the material in this chapter, we strongly suggest that you follow up the content with a survey of current research literature on the listed approaches, as well as visit the websites of the major associations supporting them. It is important to remember that, while these approaches are presented in their pure forms in the chapter, in schools, they may be combined or integrated with approaches from other theoretical perspectives.

Additional learning activities 1 Reflect on your personal reaction to the behavioural perspective. a Is this approach something you think would work well in all classrooms and with all students? b What do you see as the pros and cons of this perspective?

2 Reflect on the four approaches described in the chapter. a Do you think one is ‘better’ than the others? b Why did you come to this point of view?

3 Assertive Discipline has an long history of use in schools, but is not widely practised today.

Explain why this might be the case, particularly from a sociocultural perspective.

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4 Debate the following topic: ‘Prevention is better than cure, so behavioural interventions are “too late”’.

5 Prepare a five-minute presentation on one item from either the ‘Weblinks’ or the ‘References’ list at the end of the chapter.

6 Review the nine strategies listed under the heading ‘Behavioural approaches as prevention and intervention’. Draft a response hierarchy aligned to each of these (in a given classroom or school context), and explain the utility of this approach.

7 Contact a local school (or possibly access the information via its website) and review its classroom management, school discipline or student welfare policies and procedures. What links can you draw between these and the key messages explained in this chapter?

8 Compare the student discipline policies and procedures adopted at one local ‘feeder’ primary school and one local high school. What similarities and/or differences can you find between these? Explain how these policies and procedures affect students moving through the Kindergarten to Year 12 continuum? Discuss the merits of a K–12 approach to student discipline and welfare.

9 Suppose you are at a job interview, and the interviewer makes the following comment: ‘Positive behaviour support [or insert here any other behavioural approach] is used in our school.’ Explain your understanding of this from a schoolwide perspective.

10 Explain the similarities and differences between ABA and FBA. How might elements of these strategies find application in a given school setting, at a classroom and a school level?

Suggestions for using ‘More stories from the field’ 1 Compare and contrast two ‘More stories from the field’ from the online content. List and discuss the similarities and differences evident in those teachers’ approaches to and adoption of behavioural theory. What are the variables that might account for these?

2 Choose and read a story from the field that relates to the age group you are focused on (i.e. primary or secondary) and your context (i.e. relief teacher or full-time employed, preservice, early career or experienced, etc.). Reflect on that teacher’s selection of behavioural approaches. Then repeat the exercise with another story involving the same age group and context, and compare approaches.

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