Why Just Saying “No” Fails in Special Education Picture the scene. You are in a busy classroom. The noise level is rising fast. You spot a student reaching for a full cup of water right next to a laptop. Your instinct kicks in immediately. Before you can think, you shout, “No! Stop that!” It feels … Read more
What to Do When You Can’t Follow or Implement a Behavior Intervention Plan You may encounter situations where implementing a student’s Behavior Intervention Plan (BIP) feels overwhelming, impractical, or ineffective. This challenge is more common than you might think, and recognizing when a plan isn’t working, or when you need additional support to implement it, … Read more
Replacement Phrases: A Powerful Shift in Communication When a child is overwhelmed, dysregulated, or emotionally flooded, the instinct to say “calm down” is common but often counterproductive. Neurodivergent children may find this phrase confusing or invalidating, especially those with sensory processing differences or communication challenges. Instead of demanding calm, what if we model it? Instead of silencing emotion, … Read more
The Positive Behaviour Support Model Positive Behaviour Support (PBS) represents a significant shift from traditional behaviour management approaches. Rather than focusing on controlling behaviours or eliminating behaviours, PBS emphasises understanding, prevention, and skill development. The PBS model, although controversial, integrates multiple theoretical perspectives while maintaining a strong ethical foundation rooted in human rights and dignity. … Read more
Collaborative De-escalation Plans: Supporting Emotional Regulation in the Classroom Collaborative de-escalation plans detail how pupils and teaching staff will respond to stressors and behaviours of concern. These plans, co-created with students facilitate emotional regulation and self-advocacy, aligning with neurodiversity-affirming practices that recognise and celebrate the unique ways individuals experience and interact with the world. We … Read more
The terminology we use to describe student behaviours is a crucial aspect of our approach to education and can significantly impact how we perceive and support our students. Let’s explore the debate surrounding the terms “challenging behaviour” and “behaviours of concern,” as well as consider alternative terminology. “Challenging Behaviour”: Proponents argue: Critics contend: “Behaviours of … Read more
What is a Functional Behaviour Assessment (FBA)? A functional behaviour assessment (FBA) is a comprehensive process used to understand the underlying reasons or “functions” that explain why an individual engages in a particular behaviour. It involves gathering information from multiple sources to identify the specific antecedents (triggers) and consequences that may be maintaining the behaviour. … Read more
Understanding the Cycle of Challenging Behaviour: A Guide for Teachers As teachers, we often encounter a range of behaviours in our classrooms, some of which can be challenging and disruptive. Understanding the cycle of challenging behaviour is crucial in managing these behaviours effectively and providing supportive learning environments for all students. This understanding can help … Read more
All children tend to display oppositional behaviour at times. After 13 years working with children with Autism, ADHD, ODD and other needs I have seen a range of reasons for opposition. With my own children I can identify factors that can lead to oppositional behaviour. This doesn’t make it easier to deal with, and often … Read more
Is there anything more distressing and potentially damaging than the moment an adult places hands on a child?
This is a reality faced by many teachers daily. Many are put in difficult situations having to support vulnerable children through crises with limited support from leadership, external agencies or maybe even parents.
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