Real Behaviour Observation Discussion

Real Behaviour Observation Discussion

Write a post about a real behaviour of a young person you observed either in a field placement experience (if you have had one), out in public, or at home (try to use objective language). 聽Using the depth and spread chart, assess what quadrant the behaviour fits into, explain why.

**Be sure to respect confidentiality! Do not include any information that would identify the client i.e name, teacher’s name, etc.

Cue to the 聽discussion assignment

This is just an overview of what we are going to discuss and focus on in class over the next few weeks. Try looking at this chart with a certain behaviour in mind from your own life. (i.e. a child throws a toy)

Now see if you can come up with answers for the questions below.

i.e. DEPTH: child said he wanted to see if it would fly聽= behavioural
聽SPREAD: child has only done this once聽= one time

Once you respond to the questions, you can determine where the behaviour would be placed on the chart.
i.e. behavioural basis and one time=place behaviour in聽Behaviour incident聽聽quadrant

Testing for DEPTH

Does the problem appear to be clear cut and limited to the behaviour itself? Does there seem to be no other reason for the behaviour other than the behaviour itself? (behavioural state)

Does the behaviour appear to be influenced by some inner affective state?(emotional state)

Based on above questions, assign to either behavioural or emotional level

Testing for SPREAD

Does the problem seem to be tied to a specific, immediate situation?聽one time

Does the behaviour represent a recurring or persistent pattern?聽often/frequent

With this assessment, can then assign one of 4 major treatment directions/strategies







Behaviour incident Pattern of disordered behavior
Crisis Reaction Pattern of distorted values, attitudes, feelings


Treatment Strategies

Once we have assessed the behavior or incident by testing for depth and spread we can assign the appropriate intervention:

1)Behavioral Incident = Manage Immediate Behavior (Redl鈥檚 17 behavior management techniques)

2)Pattern of Behavior = Systematic Behavior Modification (social skills training, behavioral contracts, token economies etc.)

3)Crisis Reaction = Crisis Management (LSI, stress management, assertiveness training etc)

4)Pattern of distorted values, etc. = Affective聽Re-education (LSI, ongoing counseling (either group or individual), direct teaching etc.)

This is what we will work on over the coming weeks!


Behavioural Incident =聽
Managing Surface Behaviour

Quadrant #1:

路聽聽聽聽聽聽聽聽 Managing Surface Behaviour

路聽聽聽聽聽聽聽聽 try to INFLUENCE behaviour


o聽聽聽 verbal commands

o聽聽聽 聽threats

o聽聽聽 physical interference etc

Quadrant #1: Instead…

路聽聽聽聽聽聽聽聽 Managing Surface Behaviour

路聽聽聽聽聽聽聽聽 Trade your typical responses for behaviour management strategies appropriate to circumstance

路聽聽聽聽聽聽聽聽 This requires:





We acquire this knowledge through:


class discussion, observation, visualization

use with children and youth in practice!!

For behaviours in first quadrant (behavioural and situational): Use聽Redl鈥檚 17 techniques

Making Choices with Behaviour Managment

You have choices:

– be engaged and observant with clients (always staying aware of moment to moment interactions- takes work) OR more hands off approach, wait and see how things unfoldProactive versus Reactive Use:

Proactive management techniques are聽designed to support, reinforce POSITIVE behaviour聽before聽they unfold. Being knowledgeable about dynamics and individual needs you stay alert and plan ahead.

Reactive management techniques attempt to manage dis-regulated behaviour as they happen or after they erupt.

Watch how not to let your children behave in a supermarket .

Psycho educational principles is based on behaviourist views and psychodynamics .

Accessing the problem deals with testing depth and spread sheet -situational, spread, pervasive. Behavioural incidence聽 eg. Is Scott becomes lousy and restless just before the bell is to ring on Friday., crisis reaction is angela is upset when parents are the only ones not to visit. Patterned Disordered behaviour eg Ally always shouts without raising her hand. Patterns of disorted value , feelings eg. Jeremy聽 bullies other children with no sign of remorse .

In testing for dept we consider if the problem is clear and limited to behaviour itself, does the behaviour appears to be influenced by inner affective state , does the problem seem to be tied to specific immediate situation? does the behaviour represent recurring persistent pattern? in testing for spread 1)does the problem seem to聽 be tied to specific immediate situation? Does the behaviour represent reccuring persistence pattern?.

Treatment strategies once accesed behaviour incident by accessing the dept and spread we canassign the appropriate intervention. Behaviour incident is to manage the behaviour of redl 17 behaviour management techniques .

Crises reaction equal to crisis management ,assertive training etc , pattern of disordered behaviour is systematic behaviour modification( social skill training , behavioural contract , token economic etc ,

Patterns of disorted values, attitudes, feelings equal to affective re-education (Lsi , ongoing counselling (either group or individual )direct teaching etc .

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