This is primarily SEN focused but can any truly inclusive setting should be able to use this as a checklist. Before you start looking at strategies or labeling a child’s actions as challenging ask yourself these questions. They could form an initial discussion with your team. If you cannot answer Yes to the first 13
There are many many children out there who are crying out for help. There are many dedicated, enthusiastic, creative and compassionate people who are desperate to help. These people need help, we are increasingly facing highly complex issues that very few educational professionals are equipped to deal with. I am writing this as a teacher but I know there are CAMHS workers, social workers and support staff throughout the country who are feeling like this.
I needed something quick and simple to support a young student through a difficult time. She was very reliant on staff to support her with very little idea ways she could help herself without getting overwhelmed. Her actions suggested she needed some prompts to think of ways to ask for help.
These books are only those I have read and can recommend. They all follow an inclusive and positive support ethos. They all also focus on the only part of behaviour support we can control – ourselves. If your school has a zero tolerance behaviour policy read these and make it your mission to get that rewritten.I will get around to doing a second post but I need to get reading first!
This post will outline the role relationships play in behaviour support, I will also outline some of the research led practices I have used. Before I start I do want to say that I have read studies I do not agree with. I also know that a huge number of studies conducted ON Autistic children/adults focus on strategies intended to normalise social behaviours which is a huge ethical issue. Fortunately I have had the opportunity to listen to and discuss elements of my practice with actually Autistic academics and practitioners. This has greatly shaped my approach and ethos towards behaviour support, I will also admit this has slanted my view of a lot of studies that remove the human element from behaviour and reduce the children to purely objects to study. To this end I fully expect some of the approaches in the post and the presentation to be a bit controversial and I am 100% sure that at least some of them will contravene your school (or center’s) behaviour policy.
A Guide to supporting transitions and changes with Autistic students within school.
Transition is a challenge that our students face on a daily basis. These transitions take place on a range of scales. From the micro transition of switching thoughts between tasks to major physical transitions between environments. The number of individual transitions an individual will undertake throughout the day is huge. Each one may well be a source of stress and anxiety for each student. The level of this anxiety and how it is communicated to us will vary dramatically. As with all the actions of our students this stress may not be easy for us to interpret. The quotes are from Autistic people I asked but are anonymised. I know I do not include enough Autistic voice, I will strive to expand this in future posts (I would welcome your comments.)
This seemed apt to post now as the country simmers slowly beneath the summer sun. This post is based on observations and frequency data over a shorter period of hot weather. Whilst analysing the behavioural incident data records a spike in frequency for a specific group of 9 students was noted (the red box on
Looking beyond “No apparent reason”. Does Behaviour Really come “Out of the Blue?” This article is based on my experiences working with Autistic children who also communicate in ways we find challenging. We do our best to find patterns, clues and reasons for episodes of challenging behaviour. When a behaviour if displayed with no noticeable
Keep up to date on our facebook page These are 10 simple ways to prevent challenging behaviour escalating by making small changes to your interaction. In our PBS training these are called active interventions. In reality there are thousands of these. Add yours to the comments below! Visual supports at all times – Social stories,
“If a child is Autistic, they do not like change.” This is the biggest ASD stereotype, the most widely repeated generalisation (In schools anyway). Not entirely accurate though is it? A better comment would be “Change causes anxiety.” Everyone to some degree or other is affected by change. Some change we control, volunteer for, or
Every day teachers, parents and carers are faced with potentially challenging situations. Many of these are defused through skillful behaviour support. These successful resolutions will have certain common characteristics. There are some essential conditions that must exist to deescalate an incident of challenging behaviour. If these don’t exist the only result is a child in
Christmas and the holidays can be a trying time for our young people. Lights and decorations have been up since mid November, Mince pies and decorations were in the shops before halloween and the Coca-cola truck is already on tour.
n my role as behaviour lead at my school I am increasingly interested in the impact of sensory processing on learning, engagement and what we perceive as challenging behaviour. I wanted to find out more so asked some questions of the twitterverse. This is a breakdown of some of the things I was able to take away from the chat.
I have discussed on many occasions the importance of positive relationships when working with young people. I work with vulnerable student groups, mainly autistic young people, and those who communicate and see the world differently. This relationship dynamic can shape their view of adult to adult and adult to child interactions for their entire lives.
The terminology used for an intense episode of challenging behaviour that may be displayed by Autistic children and young people with learning difficulties can vary wildly according to the ethos and values of those witnessing it. An accepted term seems to be Meltdown (but please correct me if I’m wrong). At school we have worked hard
Many young people I have taught have found efficient and effective ways of communicating a need or a want at some point in the past that then becomes their primary way of communicating. Unfortunate as they grow and develop into young adults this communicative behaviour becomes a barrier to so many aspects of life. What
This blog was prompted after I read this research paper. When you are a teacher of children diagnosed with ASD, you have a job to do, you are in a position with responsibility to carry out a task. How often do we question our ability to do this? I don’t mean write a lesson plan.
Part of my current role involves training the new PBS instructors for the county special schools. This is a great opportunity to ensure a consistent approach between schools but also to learn from and share experiences with a range of really positive and passionate educators from across Kent. One of the benefits of conducting training
I think it is incredibly important to be positive about the work you do. If you work with children then it is vital. However the school ecosystem is a complex organism, easily affected by external inputs. As staff we have worries and dilemmas that play on our mind. Professionalism dictates that these be left at
When faced with displays of behaviour that challenge most schools resort to sanctions and consequences. For some this may work. If you work with Young people with a special educational need, mental health issues, or those experiencing that most troubling of all childhood issues – Puberty; need you to raise your game and think beyond