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.
Training is big business. How big I don’t know despite googling this frantically. I have no answer. The reason for this is because CPD is such a wide term. A school’s training budget can cover a multitude of areas, non teaching and learning areas such as: health and safety, food hygiene, seagull avoidance, first aid,
Everything about our classroom is a decision we have made, if the desks are set up a certain way it is either because we put them like that or we decided (consciously or unconsciously) that they were fine as we found them.
Leading Through Trust. A Reflection fROM my NPQML Clearly trust is a hugely important element in the atmosphere of a school ecosystem. Given the level of vulnerability of our students the organic trust (Bryk and Schneider (2002)) within the school community is of paramount importance. However it should never be unquestioning. This would lead to