Course Description
In this course, students learn the principles of behaviour (e.g., ABC pathway) and develop an understanding of the relationship between communication and behaviour. Emphasis will be on supporting communication and behaviour skills through prevention and proactive teaching strategies to improve an individual's quality of life.
Course Content
The following global ideas guide the design and delivery of this course;
- Behaviour is a form of communication. A person's actions serve functions for that individual. Why individuals act in a given manner may change from moment to moment.
- The presence of a challenging behaviour can be communicating that the individual feels that they are not valued by others, that they have no choices or control and may feel thaty they do not belong
- Effective practitioners plan strategies to maximize the communication potential of each situation, and they adapt and creatively use unforeseen experiences and spontaneous opportunities.
- Individuals are complex human beings who have unique personal histories and circumstances. Effective practitioners must learn to closely observe, considering hte context and considtions when considering an indvidual's actions.
- Solutions to potential problems may involve changes to situations and systems. Support should be person centered, meeting indivdual's needs.
- Practitioners need to practice wellness (debriefing and supports) for themselves and team members in order to effectively support others.
- Using positive approaches with individuals who may exhibit problem behaviours empowers both the individual being supported and the practitioners.
Means of Assessment
This course will conform to the Douglas College Evaluation Policy regarding the number and weighting of evaluations. Evaluation components will include the following:
- Reflections
- Case studies
- Applied practice activities
- Quizzes
- Collaborative group work
Learning Outcomes
Upon successful completion of this foundational course, the student will be able to:
1. Analyze the complex nature of individuals' behaviour, considering the whole individual, context, history, and possible meanings of single behaviour.
- Recognize behaviour as a powerful form of communication
- Consider influence of historical trednds, a person's history and the unique nature of an individuals situation and abilities
- Use context to understand functions of behaviour, e.g., ABC pathway, functional assessment
2. Consider the behaviour principles underlying a functional behaviour assessment.
- Use an operant definition to describe and measure behaviour
- Apply observation, recording, and information gathering skills, e.g., quantitative and qualitative data collection
- Understand principles of behaviour, e.g. stimulus, response, reinforcement
- Create a behaviour hypothesis (setting events, antecedent trigger, behaviour, consequence and function) based on the information gathered and confirm or deny with observations
3. Apply principles underlying positive behaviour support strategies.
- Faciliate communication, connections and choice as essential elements for everyone
- Apply observation, recording, and information gathering skills when developing plans
- Consider other positive approaches to enhance communicaiton, behaviour, and wellness of individual, self and others
4. Use a decision-making process to develop and facilitate behaviour supports and communication opportunities, methods and strategies.
- Consider whole person when supporting individuals, e.g., match individual's needs and abilities to strategies and supports
- Use a variety of environmental, preventative, teaching, and consequence support strategies
- Plan, gather information, develop, implement, and revise methods and tools to meet individuals' communication and bheaviour needs (quantitative, qualitative and functional observation methods
5. Practice clear communication skills verbally, written and non-verbally in assessing, implementing and revising positive behaviour support strategies and adaptions
- Listen to individual's communication including their actions, interactions and reactions
- Collaborate with others, e.g., individual, team members, families) to make throughful support decisions
- Collect ongoing data to monitor and encourage individual's progres (in utilizing AAC supports and using expected behaviours)
- Monitor, support and enhance team unity and effectiveness
Textbook Materials
A list of required and recommended reading will be provided at the beginning of the semester. Instructors are committed to prioritizing OER and publicly accessible resources