Towards a systematic approach to social, emotional, and behavioural difficulties in schools Dr. Ed Smeets in cooperation with Prof. Ton Mooij ITS; Radboud University Nijmegen The Netherlands First European Conference on Social, Emotional and Behaviour Competence and Difficulties in Children and Young Persons Malta; September 2007

'Integration of children with behaviour problems seems to be the greatest challenge for everybody involved when it comes to inclusive teaching.' (Meijer, 2001)

Themes in this keynote 1.Some theory 2.Some results from studies 3.Outline of a systematic approach to improve education and reduce SEBD The problem of SEBD in primary school pupils in The Netherlands

Number of pupils in special education Pupils in schools for special education 15,39682,146 'Statemented' children in mainstream primary schools 31,153 Population8.8 million16.3 million

Number of pupils with SEBD in special education or with 'statement' Pupils in special schools for severe emotional and behavioural disorders 19111,888 'Statemented' children with SEBD in mainstream primary schools 12,595 Population8.8 million16.3 million

What is wrong with our children? or: What is wrong with our schools?

1 Some theory

What is the problem of SEBD? Coping with SEBD is a problem to many teachers But SEBD also poses a large problem to SEBD pupils: –less likely to graduate than other SEN groups; –on average, lower reading and math scores; –twice as likely to drop out of the education system prematurely; –serious risk of developing lifelong patterns of social maladjustment.

Social context: the home environment and the school environment

Instructional environment

Instructional environment Social-emotional environment

System of detection and intervention Instructional environment Social-emotional environment

System of detection and intervention Instructional environment Social-emotional environment Support for schools and for teachers

System of detection and intervention Instructional environment Social-emotional environment Support for schools and for teachers Competent teachers

The instructional environment Stimulate pupils to assess and manage their own learning Provide a challenging learning environment Stimulate pupils to engage in active knowledge construction Instructional characteristics should match pupils’ characteristics and level of competence

The social-emotional environment Consistent policy on expected behaviour Precise requests and rules of conduct Positive feedback / sanctions Promote the learner’s self-confidence Discuss matters of interest during circle time

The system of detection and intervention Detect problems: monitoring / observing Analyse problems: determine the nature of the problem Prepare solutions: set up an intervention (IEP) Apply solutions: put the intervention into practice Evaluate solutions: assess the effects

Support for schools and teachers Support in school: –SENCO, remedial teacher, assistants –resources and teaching materials External support: –school counsellor from the school support service –support from special schools –youth care –youth health care –youth care advisory team –school social worker

Prevention

Detection and Intervention

The studies A large-scale survey study, focussing on special educational needs (SEN) school principals and 2,197 teachers. Case studies focussing on SEBD - 12 primary schools in 5 regions. A study addressing teacher competences with respect to SEBD - interviews in 10 schools and with various experts. Case studies, focussing on innovative approaches of cooperation between schools and youth care in 5 regions Development and implementation of a systematic approach for prevention and early intervention of SEBD in schools.

2 Some results

Extent of the problem of SEBD, according to teachers % of SEN pupils % of all pupils Problematic attitude towards school work Internalising problem behaviour Externalising problem behaviour Autistic spectrum disorder Total average of SEN pupils: 25.8%

The instructional environment and the social-emotional environment Schools focus mainly on the social-emotional environment Adaptive instruction and cooperative learning in some schools, direct instruction in others Focus on enhancing positive behaviour Rules of conduct / protocol against bullying Structure and a predictable environment

The system of detection and intervention Observation of pupil behaviour Systematic approach: questionnaires / sociograms Schools are not accustomed to IEPs with respect to SEBD A more systematic and joint approach is considered necessary No systematic screening of entry characteristics

Support for teachers and schools SENCOs and remedial teachers School counsellors from school support service / special education counsellors Regional differences in availability of school social workers and youth care advisory teams Schools are not satisfied about youth care Insufficient exchange of information between schools and youth care Successful cooperation is hampered by false expectations

Teacher competences Teachers feel quite competent in dealing with SEBD. However … 68% of school principals feel it would be desirable to improve teachers’ competences in dealing with behavioural problems; 62% of school principals feel it would be desirable to improve teachers’ competences in dealing with social-emotional problems.

Vignettes: Able to provide adequate instruction? yeswith support no ADHD A81%16%3% ADHD B33%54%13% ADHD C3%20%77% Autistic Disorder A62%30%8% Autistic Disorder B11%40%49% Autistic Disorder C15%35%50% Social-emotional A71%26%3% Social-emotional B38%52%10% Social-emotional C28%47%25% Aggressive A51%34%15% Aggressive B34% 32% Aggressive C5%11%84%

A model of desired teacher competences with pupilsin a team / organisation in the environment personal development Interpersonal1567 Pedagogical2 Subject-oriented and didactic 3 Organisational4

Conclusions What is needed with respect to SEBD in schools: A more systematic approach of detection of SEBD and setting up and evaluating various prevention and intervention strategies. More focus on providing an adequate instructional environment with regard to prevention and intervention of SEBD. Greater attention to the professional development of teachers in dealing with SEBD. Better communication between schools and parents about the child’s social, emotional and behavioural development. Closer cooperation and more exchanges of information between schools and relevant external agencies and experts.

How to accomplish this?

3 A systematic approach

Three educational conditional dimensions 1.Differentiation of learning materials and procedures 2.Integration by and use of ICT support 3.Strategies to improve development and learning

Model of “contextual learning guidelines” Learning aspect (DIMS) Differentiation of learning materials and procedures DiagnosticIdentify PDKS for domains and subdomains InstructionalStructure domains into (sub)skills and instructional lines Include indicators for evaluation ManagerialOrganise and match learners / teachers SystemicIntegrated systems for monitoring Mooij, 2006

Model of “contextual learning guidelines” Learning aspect (DIMS) Differentiation of learning materials and procedures ICT support DiagnosticIdentify PDKS for domains and subdomains Facilitate the construction and use of PDKS InstructionalStructure domains into (sub)skills and instructional lines Enhance struct- uring and use of instructional lines Include indicators for evaluation Facilitate instruction and learning ManagerialOrganise and match learners / teachers Encourage differ- entiated evaluation of learning SystemicIntegrated systems for monitoring Integrate instruction across contexts and points of time Mooij, 2006

Model of “contextual learning guidelines” Learning aspect (DIMS) Differentiation of learning materials and procedures ICT supportStrategies to improve develop- ment and learning DiagnosticIdentify PDKS for domains and subdomains Facilitate the construction and use of PDKS Use learner’s entry characteristics InstructionalStructure domains into (sub)skills and instructional lines Enhance struct- uring and use of instructional lines Create and control pro-social relationships Include indicators for evaluation Facilitate instruction and learning Use collaborative didactic procedures ManagerialOrganise and match learners / teachers Encourage differ- entiated evaluation of learning Concentrate coaching on pupils most in need of it SystemicIntegrated systems for monitoring Integrate instruction across contexts and points of time apply multilevel indicators to improve instruction Mooij, 2006

Development: prototype research Development of a pedagogical-didactic kernel structure (PDKS) Development of a prototype of internet-based software Integration of a screening procedure to assess pupils’ entry characteristics Implementation in schools

Pedagogical-Didactic Kernel Structure Competence domains and subdomains: 1.language 2.general cognition 3.social - emotional 4.arithmetic and mathematics 5.physical - medical 6.general psychological characteristics 7.motor activities

internal represen- tation of information production of sounds one-word sentences more-word sentences two-word sentences Example in the language competence domain

Example of a special instructional line: School behaviour judgement

Figure 8: Results of screening of entry characteristics

Benefits of this approach 1. Preconditions are created for the provision of education that is tailored to the specific needs and capabilities of pupils. 2. Instruction can be provided that is more challenging. 3.As a result of this pupils will be more involved in their own learning processes. 4. The adaptation of instruction to the pupils’ entry characteristics is facilitated. 5.Monitoring of pupils’ progress and social-emotional development can be improved. 6.Information exchange between schools, parents, and external agencies can be improved.

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