20/12/2018 Reducing restraint in schools Dr Shiralee Poed Student - - PDF document

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Reducing restraint in schools

Dr Shiralee Poed

Student behaviour in Australian schools

• Violent attacks on teachers and principals are on the rise
• Almost half of Australian teachers cite high levels of occupational

stress, with behaviour management reported as one reason for this stress

• Teacher attrition has been attributed to stress caused by student

behaviour

• Teachers feel unprepared to manage student behaviour
• Between 2006-2017 there were almost 200 print media articles on

the use of restraint or seclusion in Australian schools

(Aloe, et a., 2014.; Bowles & Arnup, 2016; Burke, et al., 2013; Cui & Richardson, 2016; Howes, & Goodman - Delahunty, 2015; Institute of Positive Psychology & Education, 2015; Milburn, 2011; & Reid, 2016)

What behaviours appear to most challenge schools?

Percentage of Australian principals who report these factors impact student learning each month:

• student truancy - 28% Nationally, ACT 15%
• students skipping classes - 22% Nationally, ACT 16%
• students lacking respect for teachers - 19% Nationally, ACT 13%
• students intimidating or bullying other students – 18% Nationally,

ACT 4%

• student use of alcohol or illegal drugs – 8% Nationally, ACT 6%

Thomson, De Bortoli & Underwood (2017)

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What contributes to these behaviours?

Percentage of Australian principals who report these teacher factors impact student learning each month:

• Not meeting individual needs- 38% Nationally, ACT 41%
• Teacher absenteeism- 17% Nationally, ACT 30%
• Staff resisting change- 35% Nationally, ACT 46%
• Too strict– 15% Nationally, ACT 5%
• Not well prepared – 13% Nationally, ACT 16%

Thomson, De Bortoli & Underwood (2017)

Occupational Violence (OV)

Secretary’s Instruction No. 3 (Tasmanian Government, 2017) Managing OV Policy& OV Management Plan (ACT Government, 2017) OV (Victorian State Government, 2018) OV Prevention (Queensland Government, 2018) Workplace Violence (Safe Work Australia, 2017) OV (Catholic Church Insurance, n.d.)

Defining Occupational Violence in education

State Definition ACT Any action, incident or behaviour that departs from reasonable conduct in which a person is assaulted, threatened, harmed, injured in the course

• f, or as a direct result of, his or her work

Queensland Any action, incident or behaviour that departs from reasonable conduct in which a person is, threatened, harmed, injured by another person in the course of, or as a direct result of his or her work. Tasmania Any incident, irrespective of the intent or harm, where an employee is verbally, physically or psychologically abused, haras sed, or threatened. Victoria All forms of physical attacks and threatening conduct. Discrimination, sexual and other forms of harassment, bullying, violence and threatening behaviour are deemed to be unacceptable in anyof the Department'sworkplaces.

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Safe Work Australia (2017)

Workplace violence covers a broad range

• f actions and behaviours that create a

risk to the health and safety of all

• workers. Examples include:
• biting, spitting, scratching, hitting,

kicking

• punching, pushing, shoving, tripping,

grabbing

• throwing objects
• verbal threats
• aggravated assault
• any form of indecent physical contact
• threatening someone with a weapon
• r armed robbery

Violent Behaviour vs Communicative Behaviour

Employees have the right to a safe and healthy work environment and to be free from the risk of injury. (Australian Institute

• f Employment

Rights, 2011) Much of the misbehaviour seen in children can be viewed as a form of communication. (Durand & Moskowitz, 2015)

Behaviour as a form of communication

Scott (2017, p. 48)

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Behaviour Management in Initial T eacher Education

Teachers need improved pre-service teacher training in managing student misbehaviour, and ongoing professional development opportunities, to keep abreast of behaviour management

• techniques. These include identifying

why students misbehave and addressing this in a more effective way, including problems within the classroom and school environment. Hemphill, Broderick & Heerde (2017)

A three-tiered framework for responding to behaviour

Teaming, goal setting, data collection, FBA, monitoring, evaluation, wraparound, crisis intervention

Increased adult/peer attention / choice / structural prompts / feedback Improved home-school communication Improved self-management Decreased adult/peer attention Decreased aversive activities

Increased opportunities to respond, explicitly taught behavioural expectations, behaviour- specific praise / reinforcement, active supervision, instructional feedback, high probability request sequences, precorrection, instructional choices, clear consequences

Lane, Menzies, Parks Ennis & Peia Oakes (2015) Informed by a functional understanding of behaviour

Universal strategies for ALL

Key questions associated with behaviour assessment

Describe

• What is the behaviour?

Predict

• When does the behaviour happen?
• Where does the behaviour happen?
• What makes the behaviour happen?

Hypothesise

• Why does the behaviour happen?

Adapted from Scott (2017, p. 58)

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What is the behaviour?

Scott (2017, p. 61)

What does it look like? Where does it occur? How often does it happen? What does it sound like? How long before it happens? How intense is it? How long does it last? How fast does it go?

When/where does it happen? - Antecedents

Adapted from Scott (2017, p. 62)

Does it happen at a particular time of the day? Does it happen around certain peers? Does it happen during particular subjects? Does it happen around particular adults? Does it happen only during academics? Does it happen only in the classroom?

What makes it happen? - Antecedents

Adapted from Scott (2017, p. 62)

Does it happen if you ask a question? Does it happen if work is too easy? Does it happen if peers bother? Does it happen if peers aren't looking? Does it happen if work is too hard? Does it happen if you aren't looking?

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Why does behaviour happen? - Consequences

Adapted from Scott (2017, p. 66)

Do you provide attention? Do peers provide attention? Do you ignore behaviour? Do peers ignore behaviour? Does student avoid work? Does student get something fun? Do you provide assistance? Do peers provide assistance?

Function

Adapted from Scott, Alter & McQuillan (2010, p.91)

Ideas for safety plans

• What behaviours will call for the use of a safety plan?
• Who will intervene in a serious behavioural episode?

Bambara, Janney & Snell (2015, pp. 180-181)

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How to intervene at each phase of the crisis cycle 1. Trigger phase: Describe signals the student sends that indicate feeling threatened or uncomfortable. Describe antecedents and setting events known to trigger problems and how to eliminate them. 2. Escalation phase: Tell how to interrupt, redirect, and facilitate relaxation. 3. Crisis phase: Describe how to interrupt and protect the student and others. 4. Begin recovery phase: Describe how to avoid re-escalating the behaviour and continue to reach full recovery. 5. Recovery phase: Describe any processing/reflecting that should be done with the student and how to reinstitute the positive behaviour plan.

Bambara, Janney & Snell (2015, pp. 180-181)

References

ACT Government Education. (2017). Managing occupational violence policy. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file /0 007/1087486/Managing-Occupational-Violence-Policy- 20170718_FINAL.PDF ACT Government Education. (2017). Occupational violence management plan. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file /0 009/1087488/Occupational-Viole nce-Management-Plan.pdf Aloe, A. M., Shisler , S. M., Norris, B. D., Nickerson, A. B., & Rinker , T . W . (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30-44. Australian Institute of Employment Rights. (2011). Work Right: T eacher resource. Retrieved from http://www.aierights.com.au/wp- content/uploads/2011/06/TLN395-T eache rs_Web.pdf

References

Bambara, L. M., Janney, R., & Snell, M. E. (2015). Behavior Support: T eachers’ guides to inclusive practices (3rd ed.). Baltimore, MD: Paul H. Brookes. Bowles, T ., & Arnup, J. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education, 0(0), 1-16. DOI: 10.1177/0004944116667620 Burke, P . F., Schuck, S., Aubusson, P ., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors. International Journal of Education Research, 62, 259-268. DOI: 10.1016/j.ijer .2013.05.001 Catholic Church Insurance. (n.d.). Occupational violence . Retrieved from http://risksupport.org.au/resources/D ocuments/Occupatio nal%20Violence%20Hazard.pdf

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References

Cui, B. & Richardson, A. (2016). Factors influencing Australian teachers’ intent to leave the teaching profession. Paper presented at the 14th Australasian Data Mining Conference, Canberra, Australia. Retrieved from https://www.researchgate.net/profile/Alice_Richardson/pu blication/311735299_Factors_influencing_Australian_teach ers'_intent_to_leav e_the_teaching_profession/links/5858 660608a e64cb3d47 e b79.pdf Durand, V . M. & Moskowitx, L. (2015). Functional communication training: Thirty years of treating challenging behavior . T

• pics in Early Childhood Special Education, 35(2),

116-126. doi: 10.1177/0271121415569509 Hemphill, S. A., Broderick, D. J., & Heerde, J. A. (2017). Positive associations between school suspension and student problem behaviour: Recent Australian findings. Trends and Issues in Crime and Criminal Justice, 531, 1-13.

References

Howes, L. M., & Goodman-Delahunty, J. (2015). T eachers' career decisions: Perspectives on choosing teaching careers, and

• n staying or leaving. Issues in Educational Research, 25(1),

18-35. Institute of Positive Psychology and Education. (2015). The Australian Principal occupational health, safety and wellbeing survey. Retrieved from https://www.principalhealth.org/au/2015 _Final_Report.pdf Lane, K. L., Menzies, H. M., Parks Ennis, R., & Peia Oakes, W . (2015). Supporting Behaviour for School Success. New York, NY: Guilford Press. Milburn, C. (2011, March 7). More teachers, but fewer staying the course. The Age. Retrieved from http://www.smh.com.au/national/education/more- teachers-but-fewer-staying-the-course-20110304- 1bhuv.html

References

Queensland Government [Department of Education]. (2018). Occupational violence prevention. Retrieved from http://ppr .det.qld.gov.au/corp/hr/workplace/Pages/Occupa tional-violence-prevention.aspx Reid, J. (2016). What’s behind the rise in assaults on teachers? Retrieved from http://www.educatoronline.com.au/news/whats-be hind- the- rise-in-assaults-on-teachers-216504.aspx Safe Work Australia. (2017). Workplace violence. Retrieved from https://www.safeworkaustralia.gov.au/work place-violence Scott, T . M. (2017). T eaching behavior: Managing classrooms through effective instruction. Thousand Oaks, CA: Corwin. Scott, T . M., Alter , P . J. & McQuillan, K. (2010). Function behavior assessment in classroom settings: scaling down to scale up. Intervention in School and Clinic, 46, 87-94.

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References

Tasmanian Government [Department of Education]. (2017). Secretary’s instructions No. 3 for unacceptable behaviour of students and volunteers at, and visitors to, State Schools or school activities. Retrieved from https://documentcentre.education.tas.gov.au/Documents/ Unacceptable-Behaviour-at-a-State-School-Secretarys- Instruction-No-3.pdf Thomson, S., De Bortoli, L., & Underwood, C. (2017). Programme for International Student Assessment (PISA) 2015: Reporting Australia’s Results. Retrieved from https://research.acer .edu.au/cgi/viewcontent.cgi?referer=& httpsredir=1&article=1023&context=ozpisa Victorian State Government [Education and Training]. 2018. Occupational violence. Retrieved from https://www.education.vic.gov.au/hrweb/safetyhw/Page s/o ccviolence.aspx

Thank you