TOD Workshops 31 August 2020 Executive Function, FBA, UDL, The Ecological Model

 Teacher Only Day Workshop 31/08/20

The Ecological Model, Brofenbrenner

Under this theory, the child’s development is viewed within the context of the systems and relationships in their environment, extending from the micro (e.g. immediate family) to macro.

Microsystem: small, immediate environment the child lives in.

Mesosystem: is the interlinked microsystems a child is involved in, e.g. the connection and relationships btwn home and school.

Exosystem: the relationships that exist between two or more settings.

Macrosystem:  the largest system, it encompasses all the institutions, people and relationships that affect the child. It includes the values and beliefs of the cultures involved.

Chronosystem: the shifts or changes in one’s lifetime, e.g. moving towns, divorce etc.

Universal Design For Learning

https://everyones-in.tki.org.nz/ PLANNING TOOL FOR UDL

Overview

·       Aim to teach the “hardest” children, and the needs of all will be meet

·       Not one size fits all...provide as many ways of entry and opportunities as possible

·       3 principles

o   Provide multiple ways of representing information/learning

o   Provide multiple ways for students to express or show their learning

o   Provide multiple opportunities to engage and interest students

UDL Guidelines (for an interactive version with more information, see http://udlguidelines.cast.org/)

https://www.inclusive.tki.org.nz/assets/inclusive-education/resources/files/UDL-reflection-questions-1-pager.pdf

My next step to bring more UDL into practise:

·       Talk with team, brainstorm and plan for how we can improve our scope for UDL

·       In writing

o   Engagement: offer peer writing options; also provide choice (in explanation topic for this week; give each person a choice day at least once a week, incl options to do spelling/other text types/traditional story writing etc); offer buddy writing; offer teacher workshops & support for anyone who wants it for that session; offer engaging topics (eg youtube clip on the moon; writing about self); utilise multimedia and children’s own work (enlarged on whiteboard) when modelling.

o   Representation: offer use of assistive technology/opportunity to read and record rather than publish; offer writing options across different text types and using different materials (e.g. make a poster, design a menu or invitation, write a story); make sure tools are readily accessible (e.g. alphabet and spelling cards, dictionary).

o   Enactment: Give explicit feedback; use peer-feedback; provide models and planning processes, and support children in using these; encourage children to reflect on their work over time (ask prompting questions to support this)

Functional Behaviour Analysis (FBA)

Essential behaviour principles

1. All we do is behave

2. Behaviour is learned

3. Behaviour must be observable and measurable

4. Behavior tends to be triggered by an event around or in us

5. Behaviour is purposeful and depends on the context and the person’s behaviour skillset

6. Behaviour is controlled (weakened or reinforced by what happens after it - consequences)

7. Managing challenging behaviour is often unsuccessful because we try to manage the form (what) of the   

    behaviour rather than it’s function (why)

8. We can never directly manage/control another’s behaviour we can only influence it by

adjusting the context OR improving the skill-set

Who benefits from an FBA? Mild to moderate behaviour concerns. It is not for high level behaviours (e.g. where there is a danger or behaviour occurs across mulitple settings/contexts e.g. play, reading, home, school etc). It is also not for behaviours related to physiological considerations (e.g. a child who regularly knocks furniture over due to poor motor control; a child who makes noises but is completely unaware of them).

FBA is a process of reflecting on student behaviours, which considers these factors:

·       Setting/events

·       Antecedent/trigger

·       Behaviour

·       Consequence/outcome

A USEFUL BEHAVIOUR CONTINGENCY VISUAL FOR STUDENTS

 

Exceutive Functioning

·       Response inhibition

·       Congnitive flexibility

·       Working memory

Function in there areas is essential. All other skills and abilities build on these abilities. Children need these skills to function in life, society and school. All of these skills can be trained.

The stroop test is one neuropsychological measure for testing attention and focus.