1. SKILLS (Support for Kids in Learning and Language Strategies) Online Programme for School Support Staff Anwen Rhys Jones: School of Psychology, Bangor University Supervisors: Professor Judy Hutchings & Dr Nia Griffith
Rationale
Growing numbers of children in mainstream schools are receiving 1:1 support to help address additional learning needs
Without this added support, many children have poor long-term outcomes in terms of academic underachievement, mental health difficulties and lifelong challenges
There has been an increase in the number of support staff employed within the education system, particularly during early school years
School based support staff have varied experience in dealing with challenges presented by the children they support, and can be ill-equipped to manage the social and emotional problems of some children who may become disruptive
The positive behaviour strategies taught in parent management training programmes can be effective in improving nursery staff and teacher relationships with children, reducing negative child behaviour and improving children’s nursery or classroom engagement
Aims of current study
To adapt an existing online parenting programme based on ‘The Little Parent Handbook’ (Hutchings, 2013) into a training resource for school support staff
Original programme was a 10 week online intervention covering core behavioural
principles associated with positive parenting
Current programme has been adapted to make it more relevant to school based
support staff, increasing content associated with praise, teaching new skills
and language development
Exploring whether school support staff find the behavioural principles outlined in the
programme helpful in encouraging positive child behaviour in school
The programme is delivered in 5 weekly chapters via ‘Moodle Cloud’ an online learning space
Each chapter consists of information and tips, video examples of the strategies being used within the classroom, and a quiz
Chapter 1 - Strengthening relationships
Chapter 2 - Praising positive child behaviour
Chapter 3 - How to give effective instructions
Chapter 4 - Teaching new behaviours
Chapter 5 - Promoting language skills
Sample & Procedure
Approximately 20 teaching assistants who spend at least some of their time working with key stage 1 children on a 1:1 basis recruited from local schools, who can be granted one hour a week of their contracted work time to access the online programme.
Support staff engage in weekly chapters and encouraged to practice the skills outlined in the programme with the child they are working with
Measures
Observation of the teaching assistant engaging the child in a 1:1 reading session
Self reported measure of work stress and sense of competence
Measure of child behaviour
All collected at baseline and following the 5 week intervention
References
Alborz, A., Pearson, D., Farrell, P., & Howes, A. (2009). The impact of adult support staff on pupils and mainstream schools: A systematic review of evidence. London: Department for Children, Schools, and Families.
Butt, G., & Lance, A. (2005). Modernizing the roles of support staff in primary schools: changing focus, changing function. Educational Review, 57(2),
Bywater, T. J., Hutchings, J. M., Gridley, N., & Jones, K. (2011). Incredible Years parent training support for nursery staff working within a disadvantaged flying start area in Wales: a feasibility study. Child Care in Practice, 17(3),
Groom, B., & Rose, R. (2005). Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs, 5(1),
Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behaviour of children with and without behaviour problems. Journal of school psychology, 51(5),
For more information, contact Anwen Rhys Jones, Nantlle Building, Normal Site, Bangor University. Bangor. LL57 2PZ or by phoning or by ing