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Davis, T. (2019). 15 ways to build a growth mindset. Psychology Today. https://www.psychologytoday.com/ca/blog/click-here-happiness/201904/15-ways-build-growth-mindset#:~:text=A%20growth%20mindset%20is%20simply,so%20we%20remain%20perpetually%20stuck.

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"The hand you are dealt is just the starting point for development." -Carol Dweck

Why Growth Mindset Matters

Only 10 years ago, I stood behind an old brown cash register at a local retail store, sliding customers' purchases across a crisscross red scanner for $7.25 an hour (minimum wage at the time). If you had told me then that 10 years later I'd have a Ph.D. from Berkeley, write a blog for Psychology Today, or be the author of a book on how to generate happiness in the technology age, I would have thought you were absolutely bonkers! I had no connections, no money, no information on how to get me from where I was then to where I am now. But I did have one thing ... I had a growth mindset.

What Is Growth Mindset?

There are a variety of mindsets, each of which can help or hurt our well-being. A growth mindset is simply the belief that our basic abilities can be developed and improved through dedication and hard work. It's not so much that this belief is some kind of magic. It's just that without a growth mindset, we don't exert the required effort and so we remain perpetually stuck.

But with a growth mindset, we can break through the stuck-ness and achieve the long-term goals we desire, whether that be at work, in our relationships, or in other aspects of our lives (take this well-being quiz to get a sense of the areas of your life that might need work).

Do You Have A Growth Mindset?

Do you believe that you were born and raised with a fixed set of skills and abilities-such as your IQ-that you had from birth and will stay with you your entire life? Or do you believe that your ideas and beliefs are ever-evolving, that you can learn new skills if you work at it, and that your wisdom and intelligence grow with each new experience? If you said "yes" to the first question, you have what is referred to as a "fixed mindset." If you said "yes" to the second question, you probably have what Stanford professor Carol Dweck calls a "growth mindset."

Don't worry if you currently have more of a fixed mindset-you can develop a growth mindset.

Why Does Growth Mindset Matter?

If we have a "fixed mindset," we may shy away from challenges because we do not want to feel embarrassed or humiliated in front of others-who does, right?! But this can be problematic because our fear of making mistakes can lead us to avoid challenges and new experiences-experiences that would help us grow, improve ourselves in important ways, and create the life we desire.

If we have a "growth mindset," we enjoy challenges, despite the risk, usually because we value learning and growth more than others thinking we know what we're doing. And because we're always trying new things, we often don't know what we're doing. Still, those of us with a growth mindset often build new skills and manifest something more easily because we believe we can and so we really work at it.

Developing a growth mindset could contribute to a fuller, more meaningful life because the range of experiences that such a life encompasses will be considerably broader.

Key Differences Between "Fixed" and "Growth" Mindset

1. Effort

When faced with hard work, the "fixed mindset" person may recruit others to do the hardest parts, spending as little effort as possible, while the "growth mindset" person believes that good outcomes often require exertion-"effort" is just a part of the process. In order to master a new task, one usually needs to apply energy, whether mental, physical, or simply by using repetition over time.

2. Challenge

A "fixed mindset" person shies away from challenges, possibly from fear of failure, and may go into hiding as a way to avoid responsibilities. In contrast, the "growth mindset" person finds challenges to be exciting and engaging, knowing that they will learn something valuable from their experiences. They "stick to it," mastering the challenge, and then are able to move on to ever greater accomplishments.

3. Mistakes and Feedback

The "fixed mindset" person hates making mistakes because it's embarrassing. They may blame others (check out the Inner Bonding workbook if you need help with blaming) or be defensive when criticized. Meanwhile, a "growth mindset" person will see the mistake as a lesson to learn from and will be less likely to take criticism personally. Being open to criticism can help improve one's ability to do better the next time, which is another reason why a growth mindset can lead to success.

15 Ways to Develop a Growth Mindset

Changing one's mindset from a "fixed" perspective to a "growth mindset" may seem daunting, but by taking baby steps, anyone who wants to can build a "growth mindset." Here's how:

1. Acknowledge and embrace imperfection in self and others, as it is the spice that makes us individuals. We all have our flaws, peculiarities, and weirdness-our imperfections. Like the small black mole on Marilyn Monroe's face, our imperfections make us unique. And self-love is a good thing.

2. Face your challenges bravely. If you find yourself terrified in the face of a serious challenge, stop and reframe the situation in your mind. Consider your challenge as an "opportunity," thus slightly shifting your perspective to make it easier for you to engage. Each challenge or opportunity invites us into a new experience that is a sort of adventure.

Try different tactics to coach yourself about how to explore a new path, or how to develop a new skill, or how to interact with a new group of people, or to navigate through new circumstances. As an adventure, fear is an acceptable feeling. You press forward anyway because it's exciting and new. If you take this same attitude with a crisis at work or whatever the challenge, you can discover abilities you didn't know you even possessed.

3. Pay attention to your words and thoughts. Start to pay attention to the words you speak, even the words in your mind. If your words are low or dark, the results may be also. So watch yourself. Listen to what you are saying and thinking. Censor yourself and become your own guide.

Replace negative thoughts with more positive ones to build a growth mindset. Replace judgment with acceptance, hate with compassion. If you are disrespecting yourself or lowering your ethical standards, the outcome of your decisions and their consequences will reflect that. Intend to think higher thoughts and hold yourself to them.

4. Stop seeking approval from others. Approval from others can often prevent a growth mindset. Cultivate self-acceptance and self-approval. Learn to trust yourself. You are the only person who will always be there for you in your life so you are the only one you need to impress.

5. Take a step deeper into authenticity. Pretending to be someone who you are not disrespects who you really are. It makes you a fake. It diminishes what you have to offer. Becoming truly authentic is a process that takes time and a lot of inner work. Once you do, you'll likely be more driven to pursue your true goals, which puts you in a growth mindset.

6. Cultivate a sense of purpose. Does your life feel like it is purpose-driven? If yes, define for yourself what that purpose encompasses. If you are drawing a blank, ask that your life's purpose become clear to you. Meditate or contemplate on "purpose" and see what tidbits come through until you feel like you know the essence of your purpose, or perhaps part of it. Then pursue it-that's what'll help you build a growth mindset.

7. Redefine "genius." We all have strengths and weaknesses. Explore and appreciate your strengths, and work to improve your weaknesses. This effort can help you build a growth mindset.

8. Turn criticism around until you find its gift. The purpose of criticism is to make things better. Someone else can see what you are doing from a slightly different perspective than you and may have some valuable suggestions for you. If you open up to hearing suggestions, you can more easily develop your growth mindset.

9. Value the process over the end result. Remember, it's the journey that matters, not the destination.

10. Learn from the mistakes of others. If you can learn from the mistakes of others, then you may be able to make fewer mistakes. This can sometimes calm the fear of trying new things, a key aspect of building a growth mindset.

11. "Not yet" is OK. When struggling with a task, remind yourself that you just haven't mastered it " yet." If you stick with it, time and practice will lead to improvement and self-development.

12. Take risks in the company of others. Try not to take yourself too seriously. Be willing to make mistakes in front of others, because if you're growing, this is bound to happen. And making mistakes in front of others will usually get easier with practice.

13. Be realistic. It takes time, sometimes lots of time, to learn a new skill, like learning a new language or learning to play an instrument or learning how to become a good lawyer. Keeping this in mind can help with a growth mindset.

14. Speed is not important. When you have a growth mindset, the end results are less of a focus. Instead, you fully engage and put effort into the process, no matter how long it takes. Incidentally, focusing on the process often also improves results, because you did put a lot of effort in along the way.

15. Own your attitude. If you value having a growth mindset, then take the time and make the effort to develop it. Persist and opportunities will come. Cultivate resilience along the way. You are remolding your mind and that's a pretty cool thing.

In sum

A growth mindset means one embraces challenges, persists in the face of setbacks, takes responsibility for their words and actions, and acknowledges that effort is the path toward mastery. It is basically the reason why "practice makes perfect."

By choosing to make the extra effort to build a growth mindset, you can make your mental processes work for you, resulting in a greater likelihood that you get the results you're looking for and live the life you want to live.
This article was co-written with Starr Sites. To learn more about how to build well-being in the digital age, check out berkelywellbeing.com.

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"The hand you are dealt is just the starting point for development." -Carol Dweck Only 10 years ago, I stood behind an old brown cash register at a local retail store, sliding customers' purchases across a crisscross red scanner for $7.25 an hour (minimum wage at the time).

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While reviewing training modules and videos this week, contingency mapping kept popping up. Three resources in particular (Fossett, Pennington, & Stock) touted the benefits of using contingency mapping when working with children with autism. Oddly enough, the practice did not appear in either  Evidence-Based Practices for Children, Youth, and Young Adults

with Autism Spectrum Disorder, or, Findings and Conclusions: National Standards Project, phase 2.

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After reading about contingency mapping, which is routed in ABA according to Stock & Pennington, it was noted that it did not appear  as an example of an ABA practice anywhere in the EBI readings. When my son came home and shared that he had a terrible day (three time outs) I decided to give it a try and see if it would work with my son.

It is still too soon to tell, but he helped create the maps, he explained them to his dad and his teacher, he selected the best place to keep them so he could refer to them when needed, and hasn't had a  time out since.

Now, in part that could be the result of me highlighting why time-outs won't work for my son (they increase negative behaviours as often he is trying to escape work that requires sustained focus and a time out achieves that goal), but he was engaged in the process and he tells my sister she needs contingency maps for her kids whenever they do anything wrong now.

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If an EBI is only established for one age group, do we only use it for that age group? For example, social narratives are an EBI for 3-14 years old. If I have an 18 year old I think will benefit from their use, do I avoid using it because it is not an evidence based intervention for 18 year olds? Is physical age a true determination of a person's readiness and responsiveness to an intervention?

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Why is there only one EBI for 22+? Is this tied to restrictive funding eligibility (i.e. early intervention is key so kids is where the money is)? In terms of employment, 22+ need interventions and they need to be evidence based to ensure effectiveness. So how do we get more researchers interested in this area?

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Is teacher directed learning really best? 

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Is teacher directed learning really best? 

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Dr. Stock presented a two day workshop that was filmed and posted on the ACT website. In part 27 they indicate that structure is key, predictability is key and that teacher directed activities are best. We discussed whether we agree with that statement and problematized it. Teacher directed may be best for students with ASD. However, they are not considered best for all students. Student inquiry to drive lessons has been discussed as beneficial for engagement, motivation and contributing to the development of a growth mindset in the Capacity Building Series: Inquiry based learning (2013). It is also touched upon in the CBS: Culturally responsive pedagogy (2013), and CBS: Student voice (2013).  In Transformative Classroom Management, J. Shindler (2009) discusses at length the benefits of student directed learning for engagement and the development of a growth mindset.

So the question then becomes, how do you construct your classroom to fit the needs of both learners? How do you design lessons that are student inquiry driven for some, and teacher directed for others so that all learners can effectively access the learning opportunities? Or as Stock puts it, how can you ensure that students with ASD still have access to all of the learn units and do not see a purposeful slowing down of their access to learn units?

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Class Dojo sparked a lot of conversation in our group this week.
Key points:
*Tracking and reporting is a great feature, albeit one with privacy concerns, but could replace the daily journal and allow parents to see how their child is doing in real time

*As a class or school wide strategy, it would be a nightmare to implement. The constant need to reward good behaviour would be a full time job! For one or two students who would benefit, this would be more manageable

*Regardless of what the creators claim, this does not contribute to a growth mindset (Davis, T., 2019). And the competition element equates to motivation to win rather than motivation to grow. Looking at the characteristics of a growth mindset and how to develop a growth mindset, Class Dojo runs contrary to the fundamental characteristics of a growth mindset , instead encouraging a fixed mindset. Effort is minimal (i.e. the students are not putting in a great amount of sustained effort to overcome challenges because what they receive rewards for are expected classroom behaviours), it creates a fear of failure since mistakes are not rewarded (and can actually result in loss of points depending on how the teacher sets up the system), perfection is possible and some may achieve it, and the feedback, though immediate, is not description. If you don't get a reward, you don't know why and if you get a reward you don't know what you have done well. All of these are associated with a fixed mindset (Davis, T., 2019). Shindler (2009) further explores how external rewards undercut the development of internal motivation, a key characteristic of a growth mindset.

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More problems for other kids with disabilities 

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More problems for other kids with disabilities 

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Another important question was the effect Class Dojo would have on the self esteem of students in the classroom with impaired impulse control, such as those with ADHD. If raising your hand is a rewarded behaviour, the impaired impulse control which may result in more "blurting," is going to result in fewer rewards. This can impact the mental health of the student and effectively punish the student for having a disability. Rather than rewarding the decreases in blurting that student may be exhibiting, this system rewards a conformity that doesn't seem to easily allow for variation.

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Though Garlen (2019) outlines many arguments against the use of Class Dojo, one argument was a miss. "Indoctrination to a culture of surveillance," (para. 1) was a miss. Children are indoctrinated to a culture of surveillance from the time their newborn baby photos hit Facebook and Instagram.  Though this tool further contributes, it is by no means an initial entry point, nor can it bear the blame for a surveillance culture that means many of us are on camera most of our day.

It does, however, encourage educators to be critically reflective of how their classroom and assessment practices may contribute to the normalization of a surveillance culture.

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Fossett, B. (2017). Visual support strategies for individuals with ASD. ACT Autism Community Training. https://www.actcommunity.ca/education/videos/visual-support-strategies-for-individuals-with-asd

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Visual support strategies have been used to successfully support children, youth and adults with autism and other developmental disabilities for decades. Many are familiar with the use of visual schedules, but there are many ways in which visual support strategies can be used. These supports have been demonstrated to increase independent functioning, teach specific skills, improve environmental awareness, teach rules and social expectations, reduce problem behavior and so much more! There is a large body of research to support the use of these strategies with children, youth, and adults in home, school, community and employment settings.

Filmed at Picturing Success: Visual Support Strategies for Individuals with ASD - October 20-21, 2017
Download supplementary slides for this presentation
Brenda Fossett, PhD, BCBA-D, Capilano University

Dr. Brenda Fossett, BCBA-D, is an inspired teacher who is widely admired for her ability to convey complex concepts to those who work with children and adults with special needs, whether they are educational professionals or parent. Dr. Fossett has been on faculty in the Applied Behavior Analysis - Autism Department at Capilano University since 2013. Prior to that she was Assistant Professor (Special Education) in the Department of Educational Psychology at the University of Alberta. She is also a certified teacher of the deaf, as well as being a Board Certified Behavior Analyst.

Dr. Fossett has extensive clinical experience providing behavioral/educational consultative services to children with ASD, deafness, and other developmental disabilities in home, school, and community settings. Her scholarly and clinical interests include: applied behavior analysis, the implementation of positive behavior support in home and school settings, and educational interventions for deaf children with developmental disabilities. For more information on Dr. Fossett see www.capilanou.ca/abaa/diploma-post-bac/Faculty/.

Part 1: Overview of Visual Support Strategies

Part 2: What Does the Evidence Say?

Object cues

Difference between graphics symbols and PECS

Selecting appropriate representations

Part 1: Symbol Assessment

Preparing for a symbol assessment

Part 2: Symbol Assessment Formats

Receptive Language Format

Yes/No Format

Visual Matching Format

Conducting a symbol assessment

Part 3: Planning for the Future

Part 4: Where to Get Symbols, Photographs, and Materials

Part 1: Visual Supports to Provide Information

Part 2: Visual Schedules

Part 3: Using an Object Cue Schedule

Part 4: Using Visual Schedules

Embedding behavior support in visual schedules

Time pieces in a visual schedule

Part 5: Using Visual Schedules (continued)

Tablet-based visual schedules

Teaching with a visual schedule

Considerations when using visual schedules

Part 6: Visual Schedule Routines - with examples

Within-activity visual schedules

Examples include: Showering, After-school Routine, Transition Routine: School to Homework, Snack Routine at School, Dressing at the Pool, Making a Sandwich, Using the Bus, and Morning Routine

Table-based within-activity schedules using Pictello

Part 7: Creating and Using Within-Activity Schedules

Temporal and waiting supports in a visual schedule

Using timers and track timers

Part 8: The Problem with Social Interactions and How Visual Supports Can Help

Social narratives: Social Stories, Power Cards, Tablet-based social narratives

Implementing social narratives

Part 9: Using Contingency Maps

Contingency maps are a visual support designed to provide information regarding the consequences for positive and problematic behavior.

Part 10: Rule Supports

Rule supports are a visual depiction of the rules. They can provide information regarding rules and assist with teaching individuals to follow rules.

Part 1: Augmentative & Alternative Communication (AAC)

Supporting expressive communication with AAC

Part 2: Expressive Communication using Choice Making

Visual support strategies for choice making

Using choice boards

Part 3: Improving Expressive Communications: Communication Boards & Books

Part 4: Improving Communication Using the Picture Exchange Communications System (PECS)

Overview of PECS

When PECS is appropriate

Six phases of PECS instruction

Part 5: PECS in Daily Activities

Examples of implementation

At a restaurant

During cooking

Exchange-based communication support

Part 1: Visual Support Strategies to Improve Conversation

Conversation supports

Visual bridges

Conversation books

Examples of visual bridges

Part 2: Improving Conversation Skills with Conversation Books

Creating conversation books

Teaching conversation book use

Tablet-based conversation books

Developing communication skills

Part 1: Improving Skill Acquisition with Video Modelling

Definition: Video of a model demonstrating desired behavior

Different types of video modelling

Video modeling

Video self-modeling

Point-of-view video modeling

Video prompting

What can we teach with video modelling?

Part 2: Implementing Video Modelling

Planning a video model

Making the video

Showing the video

Apps for video modelling

Part 1: Academic Activities & Literacy

Access to academic activities

Instruction guides

Examples of lesson topics

The periodic table

Transportation in Canada

Story guides: Examples with Tale of a Fourth Grade Nothing, Owls in the Family, Chocolate Fever, and Charlotte's Web

Part 2: Adapted Stories for Read-Alouds

Add visual supports and adapted text to storybooks to improve access during read-alouds.

Adapted story example: Caillou: Merry Christmas!

Adapting story books and novels

Question and answer activities

Brainstorming for poem writing

Lesson on healthy eating

Graphic organizers

Sort & classify

Compare & contrast

Part 3: Graphic Organizers for Sequencing & Describing

Examples of sequencing: Romeo & Juliet, The Little Red Hen, The Rainbow Fish, Turtle Hatching, The Mitten

Examples of describing: The Rainbow Fish, Jack and the Beanstalk, Charlotte's Web

Part 4: Visual Supports for Literacy Development

Skills for literacy development

Teaching comprehension of text
Drawing to show comprehension

Visual supports for writing

Considering your purpose

Determine the necessary representation and type of visual support needed

Determine what type of visual support is most appropriate

Creating your visual supports

Advice for implementing & using visual support strategies in practice

Resources recommended by Dr. Fossett

Virginia Commonwealth University Autism Center for Excellence provides a number of online resources, including 45-minute webcasts, 30-minute seminars, and 5 minute 'how to' videos demonstrating a number of evidence-based interventions, including the use of visual supports. This website also provides guides and factsheets related to evidence-based interventions.

Provides information and resources focused on early communication development, including the use of tangible symbols, with an emphasis on individuals with complex communication needs/dual-sensory impairments/etc.

In the references/resources section of the handouts, there are links to two providers of online modules (Autism Internet Modules and AFIRM). There are also links for Mayer-Johnson (Boardmaker) and SymbolStix, as sources for symbols. The best place to buy Boardmaker in Canada is Bridges (prices in Canadian dollars and shipping from Canada).

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Visual Support Strategies for Individuals with ASD

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Visual support strategies have been used to successfully support children, youth and adults with autism and other developmental disabilities for decades. Many are familiar with the use of visual schedules, but there are many ways in which visual support strategies can be used. These supports have been demonstrated to i

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Garlen, J. C. (2019, February 25). ClassDojo raises concerns about children’s rights. The Conversation. Retrieved February 6, 2022, from https://theconversation.com/classdojo-raises-concerns-about-childrens-rights-111033

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Recently, the tech ethics writer at Forbes Magazine argued the popular classroom digital behaviour management and communication system, ClassDojo, is indoctrinating students into a culture of surveillance.

The Forbes writer was partly drawing on new research that examines how the platform is altering schools through the use of a centralized digital network and creating a culture where children are self-conscious of performing.

ClassDojo assigns students brightly coloured monster avatars that teachers can use to award and subtract points for behaviour. Teachers can record and photograph student behaviour and display student standings to the entire class by projecting from their desktop or mobile phone. They can also share that data in real-time with parents.

According to the ClassDojo company website this application is " actively being used in 95 per cent of all K-8 schools in the U.S. and in 180 countries."

A recent Montreal Gazette article says according to numbers obtained from the company "70 per cent of Canadian elementary schools" use the free app.

Meanwhile, Information and Privacy Commissioner of Ontario Brian Beamish told the Ottawa Citizen that the use of ClassDojo "should be setting off alarm bells." He continued:

"If I were a parent, I wouldn't go into this with my eyes closed. This is one (issue) we're going to have to have on our radar."

The New York Times reports privacy law scholars say ClassDojo and similar applications are being adopted without considering where and how the data might eventually be used. The company that makes ClassDojo asserts that the Times misrepresented its privacy and security practices, but concerns about harvesting data about children outside of the U.S. have already surfaced as the international market grows.

Yet beyond privacy, there are additional reasons to be concerned about ClassDojo - particularly from the perspective of children's rights.

Surveillance schooling

The rights of children in Canada are reflected in several key guiding principles of the Convention on the Rights of the Child, ratified by Canada in 1991. For example, Article 3 stipulates when adults make decisions on behalf of children, the best interests of the child should be a primary consideration.

But here are some ways that children's best interests and particular rights are being ignored or compromised:

1. Competition is encouraged

The public display of points and standings stigmatizes any behaviours that the teacher finds undesirable. In the classroom, this could encourage a competitive environment.

The ability to report infractions in real-time to parents also fosters the development of perfectionism.

2. Avatars objectify children, erase differences

Article 2 in the Convention on the Rights of the Child states that children should not be discriminated against based on race, religion, ability or other individual characteristics. Yet that's what is happening when children are represented by monster avatars.

While assigning children colourful avatars may seem harmless, the representation of each child as an avatar imposes a particular range of imaginative images that erases individual differences, including race, religion, physical abilities or gender identities. All these differences should be acknowledged and affirmed.

With regards to race, the absence of acknowledgement emphasizes a " colour blind" learning environment. In a society where whiteness is a normalized privilege even "imaginary" monsters and puppets may typically be assumed to be white unless the viewer is deliberately led to a different conclusion. In this way, being "colour blind" can serve to legitimate whiteness as the assumed norm and thus exacerbate the invisibility of racialized play and learning.

3. To customize avatars, parents must disclose more information

The only children who can minimally customize their avatars are those who create an account and whose parents have provided consent for ClassDojo's collection, use and disclosure of their child's personal information.

Thus, what little opportunity exists for individual self-representation comes at the cost of individual privacy.

4. Rewarding 'standard' behaviour

Avatars are used to record and display student "standings" based on a point system for positive and negative behaviours. Points are awarded with a lively "ping" for behaviours such as arriving on time to class, being on task or completing homework. A disappointing "pong" signals the subtraction of points for negative behaviours.

This "standard" behaviour model rewards assimilation and homogeneity. It implies developmental or cultural differences are forms of deviance. And what about individual contexts or events in children's lives that may be influencing their participation?

5. Promoting 'adultism'

The monster avatars also mark children as different from adult authority figures, promoting what psychologist Jack Flasher first termed adultism. Adultism refers to the systematic discrimination against young people based on the assumption that adults are more human than children.

From this point of view, ClassDojo differentiates between the human teacher and her "monstrous" students.

6. 'Growth mindset' constructs children as 'becomings' not 'beings'

ClassDojo offers videos made in partnership with Stanford's Project for Education Research that Scales.

These videos teach growth mindset, a term coined by Stanford psychology professor Carol Dweck, which focuses on improvement as a developmental process.

Growth mindset's emphasis on hard work and productive effort is meant to encourage students to embrace the challenge of learning.

But critics of this model say it reflects a deficit view of childhood - in other words, childhood is seen as incomplete. Being a child is seen as something that must be improved upon to reach an idealized state of adulthood.

Further, as education scholar Luke Wood asserts, focusing on effort can obscure structural inequalities that place marginalized students at a disadvantage. Instead, particular abilities, interests and experience that facilitate certain kinds of learning are prioritized.

Whose interests does it serve?

ClassDojo, by many accounts, is quite popular with teachers, but whose best interests are really being served by digital discipline in the classroom?

Have school administrators, early childhood educators and parents in Canada and beyond thought about the potential implications of a behaviour management model that may be violating children's rights to privacy, self-expression and individuality?

Is Canada living up to its commitment to the rights of children?

Considering that Canada ranked 25th out of 41 peer countries on UNICEF's 2017 Index of Child and Youth Well-being and Sustainability, these are certainly questions that demand further inquiry.

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ClassDojo raises concerns about children's rights

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ClassDojo, the popular classroom behaviour management and communication system, is said to facilitate community and message-sharing. But who is asking how children are impacted?

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Ministry of Education (MOE). (2013a). Capacity building series: Inquiry-based learning. Edugains. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

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Ministry of Education (MOE). (2013b). Capacity building series: Culturally responsive pedagogy. Edugains. www.edu.gov.on.ca/eng/literacynumeracy/inspire/

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Ministry of Education. (2013c). Capacity building series: Student voice: Transforming relationships. Edugains. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf

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Pennington, R. (n.d.). Behaviour intervention plans. Autism internet modules. https://autisminternetmodules.org/m/498

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Behavior Intervention Plans | Autism Internet Modules

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Robacker, C. M., Rivera, C. J., & Warren, S. H. (2016, February 17). A Token Economy Made Easy Through ClassDojo. Sage Journals. Retrieved February 6, 2022, from https://journals-sagepub-com.proxy.library.brocku.ca/doi/pdf/10.1177/1053451216630279

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Shindler, J. (2009). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. Jossey-Bass.

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Stock, R. (2017). Integrating ABA methods in schools: Supporting school-aged children. ACT Autism Community Training. https://www.actcommunity.ca/education/videos/integrating-aba-methods-in-schools

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Filmed at Integrating ABA Methods in Schools: Supporting School Aged Children - August 24 & 25, 2017

This workshop focuses on using Applied Behaviour Analysis (ABA) methods to support students with autism from Kindergarten to Grade 12; in particular, those who are moderately to severely impacted by their autism.

While many educators are familiar with early behavioral intervention using discrete trial teaching, the science of ABA has much more to offer teachers who are responsible for the education of students with autism and related disorders. This workshop aims to expand your conceptualization of ABA in ways that are practical in the regular classroom.

Topics covered include:

Creating high quality Individual Education Plans (IEPs)

Review of BC Ministry of Education IEP standards

Introduction to the 4 core elements of IEPs

Instruction and guided practice in developing quality IEP long-term and short-term goals

Collecting practical and useful data as a necessary component of IEPs

Addressing problem behavior

Introduction to 6 types of consequences and how they affect problem behaviours

Introduction to the (4) functions of problem behavior and functional assessment

Introduction to the Competing Pathways Diagram and the structure of positive behavior support plans

Practical classroom strategies for everyday use

Richard Stock, PhD, BCBA-D, Capilano University

Richard Stock, Ph.D., BCBA-D is one of B.C.'s most respected Behavior Analysts. He is highly regarded both as a teacher and a collaborative member of inter-disciplinary intervention teams.

Dr. Stock has been on faculty in the ABA - Autism Department at Capilano University since 2009 and co-ordinator of the program since 2013. He has extensive clinical experience. Since 1999 he has provided behavioral/educational consultative services to children and youth with ASD and other developmental disabilities in home, school and community settings. His scholarly and clinical interests include: ABA, behavioural intervention, knowledge dissemination and inter-disciplinary collaboration, and the application of ABA to education and environmental sustainability. He also teaches graduate courses in ABA as an Assistant Professor at the University of Western Ontario and Adjunct Faculty at UBC.

Introduction to Applied Behavior Analysis

Part 1: Why ABA in the Education of Students with ASD?

Top 10 reasons children with autism deserve ABA

Part 2: What IS Applied Behavior Analysis

Part 3: The Learn Unit

A measure of teaching: The presence and number of learn units is the strongest predictor of effective teaching

Example: teacher's antecedents

Part 4: Teacher Performance Rate and Accuracy Scale

The Teacher Performance Rate and Accuracy Scale is "...a method of direct teacher observation used in the teacher evaluation and training component of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model of schooling. The TPRA builds on the concept of academic engaged time (a measure frequently employed during ecobehavioral assessment) by counting the presence or absence of learn units (interlocking three-term contingencies for both students and teachers) during instruction." Ross, D. E., Singer-Dudek, J., & Greer, R. D. (2005)

School teachers & Behavior analysts

Teaching & Behavior analysis

Part 5: Top 10 Myths of ABA

Bringing ABA and autism together

Part 6: Transitioning from Home Program to IEP Program at School

Examining the quality of IEP's for young children with ASD

Issues arising from poor IEP's

Part 7: Baseline Assessment and IEP's

Part 8: Assessing Present Level with RIOT

Part 9: IEP Collaboration: Working Together

Collaborative meeting - features

Preparing for an IEP meeting

Collaboration continuum

IEP writing practices

Questions & Answer period

Part 10: Writing IEP's - Long-Term Goals

Transitions from high school

Planning for the future

Assessment of Functional Living Skills (AFLS)

Activity: Write long term goals

Part 11: Writing Short-Term Objectives (STO)

Avoid verbs that are not measurable

STO mastery level

STO components

STO wording

Part 12: Strategies and Tactics

Suggested literacy resources

Physical long-term goals

Part 13: Data Measurement

Part 14: IEP Implementation Checklists

Part 15: IEP Examples; Functional Assessment and the Four Functions of Behaviour

Skip to 11:02 for Functional Assessment and goals of the rest of the sessions.

Tier 3 supports

7 day Functional Assessment/Positive Behavior Support Training

Part 16: All Behavior Serves a Function

The problems with punishment
Potential negative effects of P+ (positive punishment)
See Part 19: Consequences for more on types of punishments

Part 17: Functional Behavior Assessment

Functional Assessment/Positive Behavior Support process

Topography: What does the behavior look like?

Question and answer period

9:35: How do we reconcile the move towards summative assessment for the general population in the new curriculum in BC, when it seems contrary to data-based, formative assessment?

10:57: How do you approach increasing distance with bolting behaviour in a student with autism?

Part 18: Setting Events

Setting Events (SE) are conditions that "set the stage" for problem behavior

Question & Answer period

6:05: What is the likelihood of success if there is little continuity between home and school life?

7:49: How would you approach the issue of a school only allowing a child to attend a small portion of a school day?

Part 19: Types of Consequences

Positive reinforcement

Negative reinforcement

Positive punishment

Negative punishment

Recovery after punishment

Part 20: Extinction

Extincition is a procedure of withholding a previously available reinforcing stimulus, with the subsequent function being a decrease in behavior

Examples of extinction

A caution about extinction bursts

Part 21: Types of Consequences Maintaining Behavior

Activity: Reinforcement & Punishment - Determine the type of consequence maintaining a problem behavior in the examples provided. Ask yourself:

Is something being added, subtracted, or withheld?

Is behavior increasing or decreasing?

Part 22: Goals of Functional Behavior Assessments

Functional behavior assessment (FBA) process

Four functions of behavior

Part 23: Functional Behavior Assessment

Part 24: Functional Behavior Assessment (continued)

Example of an FBA

Competing behaviour pathways diagram: writing activities

Part 25: Categories of Support

Setting event supports

Antecedent supports

Contingency maps

Antecedent/Trigger strategies

Part 26: Interventions

Behaviour interventions

Teaching new behaviour

Intervention: Consequences

Practice interventions

Part 27: Effective Strategies for the Classroom

Add visual supports and adapted text to storybooks to improve access during read-alouds.

Maximize structure & predictability

Post, teach, review, feedback

Part 28: Actively Engage Students in Observable Ways

Increase student active engagement with Opportunity to Respond (OTR)

Examples of OTR: response cards, model - lead - test, class-wide peer tutoring, guided notes

Part 29: Continuum of Strategies to Acknowledge Appropriate Behavior

Part 30: Group Contingencies

Independent group contingencies

Dependent group contingencies

Interdependent group contingencies

Example of a school-wide group contingency

Wrapping up

ABA and PBS resources

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Integrating ABA Methods in Schools: Supporting School-Age Children

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Filmed at Integrating ABA Methods in Schools: Supporting School Aged Children - August 24 & 25, 2017 This workshop focuses on using Applied Behaviour Analysis (ABA) methods to support students with autism from Kindergarten to Grade 12; in particular, those who are moderately to severely impacted by their autism.