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.
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,
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
Social stories are a tried and tested way of teaching social skills but for some learners they are too much. I needed a way to remind a student of the rules but in a way that didn’t single them out as being the focus of the story. Some people will say this won’t work as autistic children can’t generalise…. but anyone who has worked with autism knows a lot of what people say is actually a myth or just does not apply to an individual.
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
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
I feel this may be one of the more contentious blog posts. I am behaviour lead in a special school and PBS instructor for a network for other special schools across Kent. I hold the view that we support our students best when we provide individualised behaviour support plans for our students. Prompted by an
For my first post I thought I would write a few ideas about seating a student with SEN or who has difficulty focusing within your classroom. Each student is of course an individual and these are just general ideas that may help you. 1) Can they see you easily? If the student has to turn