Effective Staff Recording of Student Behavior

Using Behaviour Records to Reduce Challenging Behaviour in Schools

This article examines the significance staff observation in identifying “setting events“, and how this information can be applied to create supportive and proactive school environments to reduce challenging behaviours.

“The results of this study suggest that services that are seeking to prevent challenging behavior should seek to promote positive emotional/physiological states (and counter negative ones); avoid crowds and excessive noise (or teach people how to handle them); avoid difficult tasks (or teach people how to handle them); communicate in ways that can be understood and ensure that clients are helped to develop effective communication methods; avoid people having nothing to do or having to wait for things to happen (or teach people how to cope with these events); and pay attention to the organization of mealtimes.” – Bharati Limbu, Unwin, G. and Deb, S.S. (2021)

Setting events or slow triggers are a key driver of behavior. Understanding these is crucial to prevent challenging behavior. This insight is highly applicable to the school environment, where a myriad of factors can influence student behavior. That is why the vast majority of schools have some sort of system for tracking and recording pupil behaviour.

Staff Rapport and Understanding: A Window into Students’ Worlds

Staff working directly with students are invaluable sources of information about the factors contributing to challenging behavior. When we are unclear on the antecedents of behaviours research highlights the importance of systematic data collection through methods like the Ecological Interview (EI), which prompts staff to assess the likelihood of challenging behaviours across a range of setting events. This approach moves beyond the traditional “ABC” framework of antecedents, behaviors, and consequences and acknowledges the influence of broader contextual factors.

Staff reports, based on their close observations and interactions with students, can reveal patterns and connections between specific setting events and challenging behaviors that might not be readily apparent. For instance, a staff member might notice that a student consistently exhibits challenging behavior during transitions between activities, when working on particular academic subjects, or in the presence of certain peers. This post links to functional behaviour analysis which should be viewed as only one tool you can use to unpick behaviours of concern. This post outlines some alternatives to FBA you may want to consider. This information is crucial for developing effective prevention and intervention strategies tailored to individual student needs.

Writing Usable Reports on Challenging Behavior

Accuracy is essential in staff reports in understanding and addressing challenging behaviors. To maximize the value of these reports, staff should focus on providing clear, detailed, and objective information that captures the nuances of the student’s behavior and the context in which it occurs.

Here are key aspects staff should consider when writing reports:

• Provide a Clear and Concise Description of the Behavior:
  • Focus on observable actions: Describe what the student did, using specific and objective language. Avoid interpretations or assumptions about the student’s intent or motivations. For example, instead of writing “The student was defiant,” describe the behavior as “The student refused to follow the teacher’s instructions and remained seated when asked to line up.” We have a more detailed post on defining behavior for FBA.
  • Quantify the behavior whenever possible: Note the frequency, duration, and intensity of the behavior. This provides a more objective measure of the behavior’s severity and helps track progress over time. For example, instead of writing “The student had a tantrum,” specify the duration of the tantrum and describe the specific behaviors exhibited, such as crying, yelling, or throwing objects.
• Thoroughly Describe the Context in Which the Behavior Occurred:
  • Paint a picture of the setting: Provide details about the physical environment, time of day, activity, and social context. Describe the specific location, noise level, number of people present, and any other relevant environmental factors.
  • Note the antecedent events: Clearly describe what happened immediately before the behavior. Consider both immediate triggers and more distal setting events. For example, did the student exhibit challenging behavior after a transition, during a particular academic task, or following an interaction with a peer?
  • Identify the consequences of the behavior: Describe how staff responded to the behavior and the impact of those responses. Did the behavior result in the student receiving attention, escaping a task, or gaining access to a desired item or activity?
• Highlight Potential Setting Events:
  • Draw upon the EI categories: The sources emphasize the importance of considering a broad range of setting events. When writing reports, staff can refer to the categories outlined in the Ecological Interview (EI) to guide their observations and analysis. These categories include:
    • Physical Setting: Bedroom, toilet, living room, etc.
    • Time of Day: First thing in the morning, breakfast time, lunchtime, etc.
    • Activities: Eating or drinking, getting dressed, watching TV, doing household chores, leisure activities, etc.
    • Social Context: Alone, one-on-one with staff, in a group with other clients, etc.
    • Personal Context: Illness, medication changes, sleep disturbances, difficulty communicating, emotional state, etc.
  • Note any patterns or correlations: Look for connections between the student’s behavior and specific setting events. For example, does the behavior tend to occur more frequently in crowded settings, during transitions, when the student is feeling anxious, or when working on challenging academic tasks?
• Offer Objective Observations and Avoid Making Judgments:
  • Stick to the facts: Describe the student’s behavior without adding personal opinions, labels, or assumptions.
  • Use neutral language: Avoid using emotionally charged words or phrases that might convey bias. For example, instead of writing “The student was being manipulative,” describe the specific behaviors the student exhibited to achieve a desired outcome.
• Provide Specific Examples to Illustrate Observations:
  • Go beyond generalizations: Use concrete examples to provide a richer understanding of the student’s behavior.
  • Include direct quotes when appropriate: Direct quotes can provide valuable insights into the student’s thoughts, feelings, and motivations.
• Maintain Confidentiality and Use Respectful Language:
  • Protect the student’s privacy: Ensure that all reports adhere to confidentiality guidelines.
  • Use person-first language: Refer to the student as an individual with a disability, rather than defining them by their disability. For example, write “the student with autism” instead of “the autistic student.”

Accurate staff reports can provide valuable information that helps to identify patterns, understand the function of challenging behaviors, and develop effective intervention strategies.

Translating Staff Insights into Actionable Strategies for Schools

Now we have an understadning of what may be causing the behaviour we need to work out a plan for supporting this. This should be captured in a behaviour support/intervention/deescalation/crisis management plan of some sort so all staff know how to respond. Proactive strategies can be implemented based on staff observations:

1. Promoting Positive Emotional and Physiological States:

• School Context: Schools can foster positive emotional states by creating a welcoming and inclusive environment that celebrates individual strengths and differences. Implementing social-emotional learning programs can equip students with skills to recognize, understand, and manage their emotions effectively.
• Specific Strategies: Calm-down corners, sensory breaks, and mindfulness exercises can provide students with tools to regulate their emotions. Positive reinforcement systems that acknowledge and reward appropriate behavior can further encourage positive emotional states.

2. Managing Environmental Factors:

• School Context: Schools can proactively address environmental triggers by being mindful of noise levels, crowd density, and physical space. Creating structured and predictable routines can reduce anxiety and promote a sense of security.
• Specific Strategies: Visual schedules, clear classroom rules, and designated quiet areas can help manage environmental stimulation. Transitions can be made smoother by providing clear expectations, visual cues, or brief warnings before changes occur.

3. Tailoring Task Demands:

• School Context: Teachers can adapt tasks to match individual learning styles and abilities, ensuring that students experience success and avoid undue frustration. Providing appropriate levels of support and scaffolding can enable students to tackle challenging tasks without feeling overwhelmed.
• Specific Strategies: Breaking down complex tasks into smaller, manageable steps, offering choices within assignments, and incorporating visual aids or assistive technology can help students engage with academic material more effectively.

4. Enhancing Communication:

• School Context: Schools can prioritize clear and effective communication. Staff training can focus on developing communication strategies that consider individual student needs, such as simplifying language (key words only), or employing augmentative and alternative communication methods.
• Specific Strategies: Implementing visual communication systems, such as picture exchange systems or social stories (Hero Cards), can help students understand expectations and express themselves. Teachers can also explicitly teach communication skills, such as requesting help, expressing preferences, or asking for clarification.

5. Optimizing Engagement and Minimizing Downtime:

• School Context: Schools can structure schedules to minimize downtime and provide ample opportunities for meaningful engagement. Incorporating student interests into activities and offering choices within routines can enhance motivation and reduce boredom.
• Specific Strategies: Transition activities, brain breaks, or short movement activities can be incorporated to keep students engaged during transitions or periods of waiting. Flexible seating arrangements and opportunities for movement within the classroom can further address individual needs for activity.

6. Organizing Mealtimes:

• School Context: Schools can create positive and structured mealtime experiences by establishing clear expectations, providing adequate space and supervision, and offering choices when appropriate.
• Specific Strategies: Visual supports, such as placemats with pictures of food items or social stories about mealtime routines, can aid in communication and understanding. Providing opportunities for students to participate in meal preparation or cleanup can foster a sense of responsibility and community.

Note: The information regarding sensory sensitivities and their potential contribution to challenging behavior in individuals with intellectual disabilities is not directly discussed in the provided sources. While this is a valid consideration, further research and verification might be necessary to confirm its relevance in this context.

Building the Full Picture: What Goes Into a Behaviour Profile?

You know what? Writing a behavior profile feels a lot like being a detective. You aren’t just reporting the crime; you are trying to figure out the why, the how, and the when. If we only write down “Student threw a chair,” we miss half the story. We miss the clues that help us fix it. To really support a child, we have to look below the surface. We have to look at the whole day, not just the explosive moments.

So, to make sure you aren’t missing those vital clues, when developing a behaviour profile staff should consider and include information regarding these five key areas:

• The Setting Events: This is the background noise. Was the child hungry? Did they sleep well? Did they have a rough morning on the school bus? These set the stage for behavior before they even walk through the door.
• The Triggers (Antecedents): What happened immediately before? Was there a loud noise? Did someone say “no”? Did a specific person walk into the room? This is the spark.
• The Specific Behaviour: Be a camera, not a judge. Avoid writing “He was aggressive.” Instead, write “He kicked the desk three times.” We need facts, not feelings.
• The Function: Why did they do it? This is the big one. Were they trying to escape a hard task? Did they want a toy? Were they looking for a reaction? If we know the function, we can teach a better way to get that need met.
• The Consequences: What happened right after? Did the class laugh? Did the teacher shout? Did they get sent out (and therefore escape the work)?

Here is the thing: mild contradictions happen. Sometimes a child loves a noisy room, and the next day they hate it. That is okay. Include that contradiction in the profile. It helps everyone understand that behavior isn’t a robot program; it fluctuates.

When you include all these elements, you stop reacting to fires and start preventing them.

References

Bharati Limbu, Unwin, G. and Deb, S.S. (2021). Comprehensive Assessment of Triggers for Behaviours of Concern Scale (CATS): Initial Development. International Journal of Environmental Research and Public Health, [online] 18(20), pp.10674–10674. doi: https://doi.org/10.3390/ijerph182010674.

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