Bøger af Dolly Bhargava

As part of normal development, most children have times when they act or say something or do something without thinking. Impulsive behaviour becomes a concern when any or all of the following occur: -the frequency (i.e. how often a child exhibits impulsive behaviour) becomes excessive, -the duration (i.e. how long each incident of the impulsive behaviour lasts) becomes excessive, -the intensity (i.e. the strength of the impulsive behaviour) escalates from minor behaviours into extreme behaviours, and -the impulsive behaviour negatively impacts the child's participation in activities, interaction with others, their day-to-day functioning and development. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, I for Impulsivity will help you develop a comprehensive PBS plan step-by-step: 1.How to identify the reasons for the impulsive behaviour (assess), 2.How to respond when the impulsive behaviour occurs (manage), and3.How to help the child learn positive ways of behaving and managing their emotions. (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

Excessive technology use behaviour is like the tip of the iceberg. It is important to look beneath the surface to work out why the child is exhibiting the excessive technology use behaviour. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, E for Excessive technology use, will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is using technology excessively (assess), 2. How to respond when your child engages in excessive technology use (manage), and3. How to minimise or eliminate the occurrence of excessive technology use behaviour (prevent). Use the practical tools (forms, checklists and strategies) provided to develop PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

When a child bites on a regular basis, it can be quite distressing to witness. The parents of the child who bites feel embarrassed, annoyed at their child, and worried about how others will see and react to their child. For the child or adult who gets bitten, it is a painful experience and can leave them feeling fearful and worried that it will happen again. The parents of the bitten child are angry that their child got bitten and are worried about their child's safety. Biting can also occur across many different contexts (e.g., childcare setting, early childhood centre or school, primary or secondary school, disability support services, or youth services). Biting can dramatically affect the climate of these contexts. A considerable amount of time and energy can be spent on the child showing the biting behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Based on the evidence-based Positive Behaviour Support (PBS) approach, this user-friendly guide, B for Biting, will help you develop a comprehensive PBS plan step-by-step. You will learn how to do the following: Determine why your child is biting (assess), Respond appropriately when your child bites (manage), andPrevent them from biting (prevent).Use the practical tools (checklists, forms, and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, childcare educators, early childhood workers, primary and secondary school educators, supervisory, allied health professionals, and mental health professionals.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that impacts how people interact with others, communicate, learn and behave. Repetitive and characteristic patterns of behaviour, interests, or activities are common. Each child with ASD presents with unique needs that when left unmet can result in exhibiting behaviours that can disrupt their learning and the learning of others. Without the necessary knowledge and tools, educators can often find it difficult to meet the needs of their students effectively. Does this sound familiar? Positive Behaviour Support Strategies for Students with Autism Spectrum Disorder: A Step-by-Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties is a highly practical book that can be used by educators in childcare, preschool, schools, and community services to learn the evidence-based approach of Positive Behaviour Support (PBS) to assess, manage, and prevent challenging behaviours in children of all ages with ASD. Learn how to complete a functional behaviour analysis to document behaviour incidents, identify triggers, and determine the reasons for specific challenging behaviours. Consult the bank of proactive strategies that can be tailored to an individual child's environment to prevent triggers and promote positive ways of communicating, behaving, and managing emotions. Develop an escalation profile to describe the different verbal and non-verbal signals the child exhibits as their levels of stress, anger, and/or frustration increase, and determine strategies for responding to each escalation stage. Positive Behaviour Support Strategies for Students with ASD: A Step-by- Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties This book provides templates, banks of practical strategies, and a framework for developing a behaviour management plan so that all staff supporting a child can respond to challenging behaviours effectively and efficiently in a planned, safe, and least disruptive manner. This book will educate, empower, and enable you to help your child learn positive ways of behaving and managing their emotions. They can spend more time learning and developing, and you can spend more time doing what you do best: teaching. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals, and mental health professionals.

Defiant behaviour may look like refusing to obey by using sarcasm, backchat, rule breaking, rude remarks, and swearing. A child can persistently exhibit defiant behaviour in different settings. (e.g., within a childcare setting, early childhood centre or school, primary or secondary school, disability support services, or youth services). This can dramatically change the climate of these settings a considerable amount of time and energy can be spent on the child showing the defiant behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Supporting a defiant child leaves adults feeling defeated, exhausted, and unsure about what to do next. It feels as if everything becomes a never-ending battle of wills. Adults become concerned that each time they give in, they are reinforcing the defiant behaviour; they worry about what that is teaching the child and how it is going to affect the child in the long term. It can also create stress, doubt, and conflict between adults supporting the child. Based on the evidence-based Positive Behaviour Support (PBS) approach, this user-friendly guide, D for Defiant, will help you develop a comprehensive PBS plan step-by-step. You will learn how to do the following: 1. Determine why your child is defiant (assess), 2. Respond appropriately when your child is defiant (manage), and3. Minimise or eliminate the occurrence of defiant behaviour (prevent). Use the practical tools (checklists, forms, and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals, and mental health professionals.

Whether it's the first day of childcare, preschool, kindergarten, school or even going back to school after a long break, being left with a new babysitter or going on a playdate it's natural for children and teenagers to experience some degree of fear, worry and unease as they need to transition to another environment with different activities and people. For most children the fear, worry and unease fades away after a few days or a couple of weeks and they manage to settle into the new environments smoothly. However, for others the separation anxiety that accompanies the transition persists consistently for four weeks or longer. Separation anxiety affects everyone involved and the child who has separation anxiety requires necessary help to learn positive ways of behavingand managing their emotions. While childcare, preschool, kindergarten, or school cannot address all the factors that contribute to the separation anxiety outside of their environment, they can play an important role in addressing some of the factors that may contribute to the separation anxiety. Based on the evidence-based approach of Positive Behaviour Support (PBS), S for Separation Anxiety is a step-by-step guide that will help you develop a comprehensive PBS plan for childcare, preschool, kindergarten or school setting step-by-step: - ASSESS: How to identify the reasons contributing to separation anxiety, - MANAGE: How to respond when the child has difficulty separating, and- PREVENT: How to address any setting relating triggers that could be further contribute to separation anxiety by tailoring the activity, environment and interactions to help ease the separation. Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all settings. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

It is normal for all children to seek reassurance from time to time to alleviate worry, doubt or fear. However, for some children, this is not enough. Some children seek the same answers, explanations and reassurances so many times that it becomes excessive. Excessive Reassurance Seeking (ERS) is common in children with anxiety, Obsessive-compulsive disorder, depression and Hypochondriasis for a variety of reasons. The need for reassurance and answering previously asked questions can become a never-ending cycle. Repeating the information only relieves the child's fear, worry and unease momentarily, but as soon as the reassurance has been given, the anxiety returns. This happens because when the child feels anxious (e.g. What if mum doesn't come to pick me up?), they seek safety through reassurance, which makes them feel better. This bolsters their belief that if they hadn't sought reassurance from an adult immediately, their anxiety may have increased, and the feared consequence may have happened. Thus, the behaviour is reinforced, and the child requires more and more reassurance over time. Based on the evidence-based approach of Positive Behaviour Support (PBS), E for Excessive Reassurance Seeking (ERS) is a step-by-step guide that will help you develop a comprehensive PBS plan step-by-step: 1.Working out why your child is excessively seeking reassurances (assess), 2. How to respond when your child seeks reassurances excessively (manage), and3. How to prevent them from seeking reassurances excessively (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

Some children will continually try to only partially complete or totally avoid the assigned task by using a range of behaviours such as: -Actively refusing to follow directions (e.g. saying 'No', 'I won't', or 'You can't make me').-Acting bored (e.g. saying 'This is dumb' or rolling their eyes).-Spending excessive time looking for work or materials.-Stalling or dawdling.-Producing work that is poor quality (e.g. messy, carelessly done).-Not finishing work.-Making comments (e.g. saying 'I don't care', 'Why do I need to do this?').-Walking away or leaving the room.-Shutting down or staring into space.-Rushing through the task and making careless mistakes.-Taking a long time to complete the task.-Asking for help when they're capable of doing it themselves.-Asking others to carry out the activity or deal with it. When a child begins to persistently exhibit task avoidance behaviour, the climate of the context (e.g. childcare, early childhood, primary and secondary school, disability support and youth services) can change dramatically. A considerable amount of time and energy can be spent on the child showing the task avoidance behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout, and job dissatisfaction. Telling a child to stop avoiding a task rarely works because we need to address the underlying reason. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, T for Task avoidance will help you step-by-step: 1. Work out why your child is exhibiting task avoidance (assess), 2. How to respond when your child exhibits task avoidance (manage), and3. How to minimise or eliminate task avoidance behaviour (prevent). Use the comprehensive checklists and tools provided to develop PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

When a child develops a habit of cheating it can be quite distressing for everyone involved. For the parents of the child who cheats, they feel betrayed, embarrassed and annoyed at their child and worried about the child's future. For the person who was cheated, it is a disappointing experience and can leave them feeling distrustful, angry and concerned that it will happen again. If the cheating behaviour is prolonged and ongoing, it deteriorates the bonds of value, trust and respect within relationships and affects how others see, react and engage with the child. The climate of the context (e.g. childcare, early childhood, primary and secondary school, disability support and youth services) can also change dramatically. A considerable amount of time and energy can be spent on the child showing the cheating behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout and job dissatisfaction. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, C for Cheating will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is cheating (assess), 2. How to respond when your child cheats (manage), and3. How to prevent them from cheating (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

Attention-seeking behaviour can take many forms. For example, it can be a child talking, seeking validation, making noises, raising their hand, clowning around, blurting out, needing someone to help, teach, or watch them do something, tattling, provoking a confrontation, incessantly questioning, bullying or teasing, or telling fantastical stories or exaggerated unrealistic experiences. Attention-seeking behaviour becomes a concern with any of the following occurrences: the duration (i.e., how long each incident of the attention-seeking behaviour lasts) becomes excessive.the frequency (i.e., how often a child exhibits attention-seeking behaviour) becomes excessive.the intensity (i.e., the strength of the attention-seeking behaviour) escalates from minor behaviours into extreme behavioursthe attention-seeking behaviour negatively impacts the child's participation in activities, interactions with others, or their day-to-day functioning and development.Based on the evidence-based Positive Behaviour Support (PBS) approach, this user-friendly guide, A for Attention-Seeking, will help you develop a comprehensive PBS plan step-by-step. You will learn how to do the following: Determine the reasons for the attention-seeking behaviour (assess), Respond appropriately when the attention-seeking behaviour occurs (manage), andMinimise or eliminate the occurrence of attention-seeking behaviour (prevent).Use the practical tools (checklists, forms, and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, childcare educators, early childhood workers, primary and secondary school educators, supervisory, allied health professionals, and mental health professionals.

It is normal for children to be active and some children are more active than others. Whilst most children over time learn how to calm their body when instructed to or required to stop so that they can engage in an activity, children with hyperactivity struggle. Hyperactivity involves the child engaging in excessive motor activity. For example, appearing to be constantly on the go, running or climbing in situations where it is inappropriate, difficulty remaining seating, fidgeting or talking excessively. Having to constantly guide a child's hyperactivity is stressful and wearing. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, H for Hyperactivity will help you develop a comprehensive PBS plan step-by-step: 1.How to identify the reasons for the hyperactive behaviour (assess), 2.How to respond when the hyperactive behaviour occurs (manage), and3.How to help the child learn positive ways of behaving and managing emotions (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

Children who have a pattern of oppositional and defiant behaviours may argue with authority figures, refuse to comply with a rule or request, or blame someone else for their bad behaviour. Educators can feel stressed, frustrated, and uncertain about the techniques needed to support these children. Does this sound familiar? Positive Behaviour Support Strategies for Students with Oppositional and Defiant Behaviours: A Step-by-Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties is a highly practical book that can be used by educators in childcare, preschool, schools, and community services. This book will teach you the evidence-based approach of Positive Behaviour Support (PBS) to assess, manage, and prevent oppositional and defiant behaviours in children of all ages. Learn how to complete a functional behaviour analysis to document behaviour incidents, identify triggers, and determine the reasons for specific challenging behaviours. Consult the bank of proactive strategies that can be tailored to an individual child's environment to prevent triggers and promote positive ways of communicating, behaving, and managing emotions. Develop an escalation profile to describe the different verbal and non-verbal signals the child exhibits as their levels of stress, anger, and/or frustration increase, and determine strategies for responding to each escalation stage. This book provides templates, banks of practical strategies, and a framework for developing a behaviour management plan so that all staff supporting a child can respond to challenging behaviours effectively and efficiently in a planned, safe, and least disruptive manner. This book will educate, empower, and enable you to help your child learn positive ways of behaving and managing their emotions. They can spend more time learning and developing, and you can spend more time doing what you do best: teaching. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals and mental health professionals.

When a child develops a habit of lying it can be quite distressing for everyone involved. For the parents of the child who lies, they feel betrayed, embarrassed and annoyed at their child and worried about the child's future. For the person who was lied to, it is a disappointing experience and can leave them feeling distrustful, angry and concerned that it will happen again. If the lying behaviour is prolonged and ongoing, it deteriorates the bonds of value, trust and respect within relationships and affects how others see, react and engage with the child. The climate of the context (e.g. childcare, early childhood, primary and secondary school, disability support and youth services) can also change dramatically. A considerable amount of time and energycan be spent on the child showing the lying behaviour, which can have a deleterious effect on the quality of the learning experience for all thechildren. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout and job dissatisfaction. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, L for Lying will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is lying (assess), 2. How to respond when your child lies (manage), and 3. How to prevent them from lying (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

When a child develops a habit of stealing it can be quite distressing for everyone involved. For the parents of the child who steals, they feel embarrassed, annoyed at their child and worried about the child's future. For the person from whom the item is stolen, it is a painful experience and can leave them feeling shaken, angry and fearful that it will happen again. If the stealing behaviour is prolonged and ongoing, it deteriorates the bonds of value, trust and respect within relationships and affects how others see, react and engage with the child. The climate of the context (e.g. childcare, early childhood, primary and secondary school, disability support and youth services) can also change dramatically. A considerable amount of time and energy can be spent on the child showing the stealing behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout and job dissatisfaction. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, S for Stealing will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is stealing (assess), 2. How to respond when your child steals (manage), and3. How to prevent them from stealing (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

When a child kicks on a regular basis, it can be quite distressing to witness. The parents of the child who kicks feel embarrassed, annoyed at their child, and worried about how others will see and react to their child. For the child or adult who gets kicked, it is a painful experience and can leave them feeling fearful and worried that it will happen again. The parents of the child who was kicked are angry that their child got kicked and are worried about their child's safety. Kicking can occur across different contexts (e.g. within a childcare setting, early childhood centre or school, primary or secondary school, disability support services, or youth services). Kicking can dramatically change the climate of these surroundings. A considerable amount of time and energy can be spent on the child exhibiting the kicking behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Based on the evidence-based Positive Behaviour Support (PBS) approach, this user-friendly guide, K for Kicking, will help you develop a comprehensive PBS plan step-by-step. You will learn how to do the following: 1. Identify the reasons why your child is kicking (assess), 2. Respond appropriately when your child kicks (manage), and3. Prevent them from kicking (prevent). Use the practical tools (checklists, forms, and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals and mental health professionals.

Attention deficit hyperactivity disorder (ADHD) is defined by a pattern of behaviour involving inattention, disorganisation, and/or hyperactivity-impulsivity. Without adequate support, educators can spend a considerable amount of time and energy on the instructional and behavioural management of children with ADHD with little success. This takes valuable teaching time away from not only children with ADHD, but also the rest of their class as well. In addition, it can become a principal source of frustration and stress. Does this sound familiar? Positive Behaviour Support Strategies for Students with ADHD: A Step by Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties is a highly practical book that can be used by educators in childcare, preschool, schools, and community services to learn the evidence-based approach of Positive Behaviour Support (PBS) to assess, manage, and prevent challenging behaviours in children of all ages with ADHD. Learn how to complete a functional behaviour analysis to document behaviour incidents, identify triggers, and determine the reasons for specific challenging behaviours. Consult the bank of proactive strategies that can be tailored to an individual child's environment to prevent triggers and promote positive ways of communicating, behaving, and managing emotions. Develop an escalation profile to describe the different verbal and non-verbal signals the child exhibits as their levels of stress, anger, and/or frustration increase, and determine strategies for responding to each escalation stage. Positive Behaviour Support Strategies for Students with ADHD: A Step by Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties This book provides templates, banks of practical strategies, and a framework for developing a behaviour management plan so that all staff supporting a child can respond to challenging behaviours effectively and efficiently in a planned, safe, and least disruptive manner. This book will educate, empower, and enable you to help your child learn positive ways of behaving and managing their emotions, so they can spend more time learning and developing, and you can spend more time doing what you do best: teaching. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals and mental health professionals.

Repetitive questioning is common in children with anxiety, Obsessive-compulsive disorder, traumatic brain injury, Autism spectrum disorder, Smith-Magenis syndrome, Fragile X syndrome and Prader-Willi syndrome for a variety of reasons. Most children and adults try to stay as patient as possible but at times they may feel tired of answering the questions and in exasperation, snap and say something like 'I have already told you the answer a hundred times', 'We just talked about this 2 minutes ago' or 'Why do you keep asking me when you already know the answer.' However, these responses only seem to increase the child's agitation and the situation worsens. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, R for Repetitive questioning will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is repetitively questioning (assess), 2. How to respond when your child repetitive questions (manage), and3. How to minimise the occurrence of repetitive questioning behaviour (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability support, youth, mental health, allied health and supervisory professionals.

When a child begins to persistently exhibit flopping behaviours, the climate of the context (e.g. childcare, preschool, kindergarten, school, disability support and youth service) can change dramatically. A considerable amount of time and energy can be spent on the child showing the flopping behaviour, which can have a deleterious effect on the quality of the educational experience for all children. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout, and job dissatisfaction. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, F for Flopping will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is flopping (assess), 2. How to respond when your child flops (manage), and3. How to prevent them from flopping (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable resource is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability, mental health, allied health and supervisory professionals.

When a child hits on a regular basis, it can be quite distressing to witness. For the parents of the child who hits, they feel embarrassed, annoyed at their child and worried about how others will see and react to their child. For the child or adult who gets hit, it is a painful experience and can leave them feeling fearful and worried that it will happen again. For the parents of the hit child, they are angry that their child got hit and are worried about their child's safety. The climate of the context (e.g. childcare, early childhood, primary and secondary school, disability support and youth services) can also change dramatically. A considerable amount of time and energy can be spent on the child showing the hitting behaviour, which can have a deleterious effect on the quality of the learning experience for all the children. Research consistently shows that managing behaviour is linked to staff experiencing high levels of stress, burnout, and job dissatisfaction. Based on the evidence-based Positive Behaviour Support (PBS) approach this user-friendly guide, H for Hitting will help you develop a comprehensive PBS plan step-by-step: 1. Work out why your child is hitting (assess), 2. How to respond when your child hits (manage), and3. How to prevent them from hitting (prevent). Use the practical tools (checklists, forms and strategies) provided to develop comprehensive PBS plans that can be used to support children of all ages consistently in all contexts. This invaluable guide is useful for parents, caregivers, educators in childcare, early childhood, primary and secondary schools, disability staff, and mental health, allied health and supervisory professionals.

When one or more children begin to persistently exhibit aggressive behaviours inside and outside of the classroom, the environment can change dramatically. A considerable amount of time and energy can be spent on the children showing aggressive behaviours, taking valuable teaching time away from not only the children exhibiting these behaviours, but the rest of their class as well. This can become a principal source of frustration and stress for teachers and caregivers. Does this sound familiar? Positive Behaviour Support Strategies for Students with Aggressive Behaviours: A Step-by-Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties is a highly practical book that can be used by educators in childcare, preschool, schools, and community services to learn the evidence-based approach of Positive Behaviour Support (PBS) to assess, manage, and prevent challenging behaviours in children of all ages with aggressive behaviours. Learn how to complete a functional behaviour analysis to document behaviour incidents, identify triggers, and determine the reasons for specific challenging behaviours. Consult the bank of proactive strategies that can be tailored to an individual child's environment to prevent triggers and promote positive ways of communicating, behaving, and managing emotions. Develop an escalation profile to describe the different verbal and non-verbal signals the child exhibits as their levels of stress, anger, and/or frustration increase, and determine strategies for responding to each escalation stage. This book provides templates, banks of practical strategies, and a framework for developing a behaviour management plan so that all staff supporting a child can respond to challenging behaviours effectively and efficiently in a planned, safe, and least disruptive manner. This book will educate, empower, and enable you to help your child learn positive ways of behaving and managing their emotions. They can spend more time learning and developing, and you can spend more time doing what you do best: teaching. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals, and mental health professionals.

We all feel anxious from time to time, but some children experience anxious behaviours that impact their time in the classroom. When a child has problematic anxiety, their prolonged fear and worry can negatively affect how they function academically and socially; their engagement with people and activities will be negatively impacted. Supporting children who exhibit anxious behaviours can leave teachers feeling overwhelmed, unprepared, and unsure of how to respond. Does this sound familiar? Positive Behaviour Support Strategies for Students with Anxious Behaviours: A Step-by-Step Guide to Assessing, Managing, and Preventing Emotional and Behavioural Difficulties is a highly practical book that can be used by educators in childcare, preschool, schools, and community services to learn the evidence-based approach of Positive Behaviour Support (PBS) to assess, manage, and prevent challenging behaviours in children of all ages who experience problematic anxiety. Learn how to complete a functional behaviour analysis to document behaviour incidents, identify triggers, and determine the reasons for specific challenging behaviours. Consult the bank of proactive strategies that can be tailored to an individual child's environment to prevent triggers and promote positive ways of communicating, behaving, and managing emotions. Develop an escalation profile to describe the different verbal and non-verbal signals the child exhibits as their levels of stress, anger, and/or frustration increase, and determine strategies for responding to each escalation stage. This invaluable resource is useful for parents, caregivers, childcare educators, primary and secondary educators, supervisory, allied health professionals, and mental health professionals.

Technology has resulted in exciting new ways for students to communicate, learn, socialise, stay informed, entertain and foster creativity, it also has a dark side. Technology has given rise to endless new ways bullies can threaten, harass, abuse and insult others. This type of bullying is called cyberbullying, Cyber bullying has the potential to reach a wider audience than typical schoolyard bullying.Nasty, mean or threatening messages, emails, photos or video clips can be forwarded to all the student's contacts and websites can be created that can be visited by millions of people. There is often no escape for cyber victims, who can be bullied anywhere at any time. Cyberbullying can be devastating for victims and their families. Whilst they generally take a psychological form rather than a physical form, the consequences are just as bad, if not worse, than those associated with traditional bullying, and cyberbullying can have more negative long term effects. Psychological harm inflicted by cyberbullying may be reflected in low self-esteem, loneliness, insecurity, school failure, anger, anxiety, depression, school avoidance, school violence and, in extreme cases, suicide.As educators we can help our students avoid the pitfalls of technology and deal with any problems that may arise. The teacher's guide shows you how to use the Being Cyber Safe and Cyber Smart - Student Workbook activities to help teach your primary students (Yr 3 onwards) to recognise cyberbullying, and learn what they should do if they encounter cyberbullying .

This workbook is useful for primary students (Year 3 onwards). It contains lessons and activities that will help your student learn how to recognise cyber bullying on the various forms of technologies. Some of the technologies discussed include:- Mobile phones -Instant messaging - Chat rooms - Email - Webcams - Social media - Gaming sites - Virtual learning sites and cyber bullying- Video hosting sites Students will learn what they should do if they encounter cyber bullying on these various types of technology and ways to prevent cyber bullying from occurring. Learning how to be cyber safe and cyber smart is a critical life skill for our students to learn