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Getting started!!! using visual systems to provide positive behaviour support / Dolly Bhargava.

By: Bhargava, Dolly.

Perth, Carson Street School 2011Description: 67 pages : color illustrations ; 21 x 30 cm.Content type: text Media type: unmediated Carrier type: volumeSubject(s): DISABILITY

| CHILDREN

| CHALLENGING BEHAVIOUR

| BEHAVIOUR MODIFICATION

| POSITIVE BEHAVIOUR SUPPORT

| TEACHERS GUIDES

| AUSTRALIA

Incomplete contents:

Chapter 1. What are challenging behaviours? -- Chapter 2. What are the different types of challenging behaviour? -- Chapter 3. Why does challenging behaviour occur? -- Chapter 4. How do you identify the reasons for the occurrence of challenging behaviour? -- Chapter 5. How can we prevent the occurrence of challenging behaviour? -- Strategies for the student -- Strategies for the environment -- Strategies for the communication partner -- Chapter 6. Conclusion.

Summary: "This manual looks at ways of helping staff members recognise, interpret and respond to the students challenging behaviour in proactive ways . The approach used in this manual is based on positive behaviour support which is three- fold approach to managing a challenging behaviour by focusing on the student (help learn more effective ways of communicating instead of resorting to using challenging behaviour), the communication partner (help them learn more effective ways of interacting with the student) and environmental redesign (eliminate factors associated with the occurrence of the challenging behaviour) "--Page 2 introduction to the manual.

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	IHC Library	Wellington Down Syndrome Association	410.3 BHA (Browse shelf(Opens below))	Available		W0012066

Total holds: 0

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Includes index.

"This manual looks at ways of helping staff members recognise, interpret and respond to the students challenging behaviour in proactive ways . The approach used in this manual is based on positive behaviour support which is three- fold approach to managing a challenging behaviour by focusing on the student (help learn more effective ways of communicating instead of resorting to using challenging behaviour), the communication partner (help them learn more effective ways of interacting with the student) and environmental redesign (eliminate factors associated with the occurrence of the challenging behaviour) "--Page 2 introduction to the manual.

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