Module 3: Behaviour is Communication

Summary

Behaviour is communication. Even behaviours that are challenging in school are communicative acts. Having limited oral language skills means other methods (behaviours) are used to communicate needs. The first response from those supporting the student is to understand that behaviour is communication.

Fundamental to reducing challenging behaviours is to identify the lagging skills and unsolved problems. When students develop the skills they need, and the demands of the environment are identified, we can work to develop behaviours that meet those demands.

The reason a student exhibits a particular behaviour is sometimes difficult to determine. To understand why the student communicates the way they do, consider three possible factors:

  • The student’s internal states
  • Environmental factors
  • Effective Support

The following strategies are suggested to support students who use behaviour as communication to be successfully included:

  • Ask the student
  • Check the student’s understanding
  • Simplify your language
  • Treat all communication as meaningful
  • Provide visual supports
  • Develop a Personal Communication Dictionary
  • Design for intrinsic reinforcement
  • Work within the student’s “zone of proximal development”
  • Teach one new thing at a time
  • Be flexible

Key Terms

Active Participation
When the student is included and has an active role.
Intrinsic Reinforcement
When the positive “reward” is embedded in the activity, rather than provided by someone else.
Personal Communication Dictionary
A document that allows teams to have a standardized response to a student’s communication attempts.
Zone of Proximal Development
Where the student is stretching their learning, but what they’re learning is not too big of a stretch.

References and Resources

Kessler, E. (2018). Ross Greene on Challenging Behaviour. Retrieved from smartkidswithld.com

Kevan, F. (2003). Challenging behaviour and communication difficulties. British Journal of Learning Disabilities, 31(2), 75-80.

Kristen Wiens. (n.d.). Self-Reg visual aids. Retrieved from The Mehrit Centre Resource Library https://self-reg.ca/resource-library/