1. Talk about Behaviour

3. How we pre-empt behaviours
Functional and meaningful lessons
High and realistic expectations
Teaching strategies -visual cues, positive teaching language,
Resources – staff, facilities
Routines and structure
Rewards – linked to timetables
Sanctions and contingencies
Special interests/obsessions
Fun and enjoyment
Safe calm areas
Teaching of social skills
Social stories and scripts

4. Levels of behaviours 5. Danger to self, others or property
4. Physical outburst – may involve property - no harm likely to people
3. Unco-operative and verbally abusive
2. Unco-operative and disruptive
Unco-operative but not disruptive

5. Arnett’s diagram CR I S Stage 3 Stage 4 Stage 2 Recovery Build Up
Baseline
Stage 1
Stage 2
Triggering
Build Up
Recovery
Feeling low CR I S
Sleep

6. Which Strategy? Ignore Use visual cues behaviour ??? Positive handling
Body language
Rewards
Redirect
Be positive
Offer ‘calmer’ or de-stressor
Do not invade personal space
Communication and behaviour – at least 90% of all behaviours communicate something.
All serve a function. Same behaviour may serve different functions.- reason why we cannot give advice for specific behaviours
without finding out more about it.
(Click on remaining ‘bubbles’) – will talk about how these may be used
Remove possible triggers
Keep calm
Simplify or cut out speech

7. A modified representation
of Maslow’s
‘Hierarchy of Needs’
Level 5
Self-actualisation needs: Intellectual and academic skills,growth, inner sense of achievement, realising one’s own potential
Level 4
Self-esteem needs: Being recognised and valued by others, good self-image, self-respect, personal autonomy
Level 3
Feeling wanted: Love, companionship, being with compatible people
Level 2
Feeling safe: Protection from danger and threats, physical and mental security
Level 1
Feeling physically comfortable: Air, drink, food, sleep, shelter from heat and cold

8. ME!
Cannot always use same strategies for children with ASD as those without.
People with ASD -huge difficulties in viewing situations from different perspectives/ May appear rude and uncaring. Can be taught to understand others’ point of view. We actively teach this in lessons – at levels of individual pupils.

9. Social scripts and social stories to teach acceptable behaviour
To introduce unfamiliar situations and activities – reduce anxiety
To build self-esteem
Information on expected behaviour
To modify behaviour
We use pupils’ individual level of comprehension. Pictures, symbols, words. Social stories – more advanced language.
Aim for story to be so familiar that it runs like a ‘script’ when child is placed in certain situations. (Show examples?)

10. We always aim to link these to the children’s interests
REWARDS are central to encouraging and managing positive behaviour
We always aim to link these to the children’s interests
Rewards used as ‘carrots’ or may be earned.
Timescales – depends on ability to attend and concentrate and level of language comprehension.
For younger and less able - need to be immediate and concrete –activity or object. Do not understand stickers and star charts until much later
NEVER remove earned rewards – very important

11. Going on the stage on Monday
sensory room
number work
one to one work area
toilet
Thomas the Tank
A reward for good behaviour
Going on the stage on Monday
Thomas the Tank
Link to timetables if possible and to POT for non-verbal pupils (Show PROPS)
Pictures on timetable is a promise – do not place reward on strip unless 100% sure this will happen
May use written list for more able children – even if bright may need reassurance of timetable
TOKEN for
5 minutes
on the
play station

12. A LAST RESORT positive physical handling ensuring dignity, respect and personal safety for all concerned

13. 85% of pupils do not need a Positive Handling Plan
Some pupils need help just to overcome a difficult period

14. PAMOVA
and
Team Teach

15. Levels of behaviours 5. Danger to self, others or property
4. Physical outburst – may involve property - no harm likely to people
3. Unco-operative and verbally abusive
2. Unco-operative and disruptive
Unco-operative but not disruptive

16. Unco-operative but not disruptive
Crying
Twirling
Dropping
Low level self stimulation

17. Unco-operative and disruptive
Screaming
Throwing
Tipping chairs
Climbing
dropping

18. Unco-operative and verbally abusive
Verbal threats – I’m going to get you
Physical threats - raised fists

19. Physical outburst – may involve property - no harm likely to people
Kicking, banging furniture
Ripping up work
Tearing work off walls

20. Danger to self, others or property
Self injurous – biting scratching, head banging, head hitting , slapping own face, throwing body at different surfaces
Kicking, slapping, scratching etc. towards others (intentional and unintentional)

21. Behaviour Function
e.g slamming doors

22. Frequency Chart

23. ABC Charts
A ntecedent
B ehaviour
C onsequences

24. Antecedent Where With whom Time day , week , month
What happens directly before

25. Behaviour Frequency How long does it last? Level of intensity
If it’s a tantrum – what does it look like?

26. Consequence What happens as a result of targeted behaviour?
Is it being reinforced?
Is it rewarding to child?
Who deals with behaviour?
Does child receive favoured items/activities?

27. Which Strategy? Ignore Use visual cues behaviour ??? Positive handling
Body language
Rewards
Redirect
Be positive
Offer ‘calmer’ or de-stressor
Do not invade personal space
Communication and behaviour – at least 90% of all behaviours communicate something.
All serve a function. Same behaviour may serve different functions.- reason why we cannot give advice for specific behaviours
without finding out more about it.
(Click on remaining ‘bubbles’) – will talk about how these may be used
Remove possible triggers
Keep calm
Simplify or cut out speech

28. Well done! No hitting, kicking, spitting or swearing
Date: Freddie has been:
Well done! No hitting, kicking, spitting or swearing
Swearing
Spitting
Hitting
Kicking
ڱ!!!
Special GOLD
Token
The Wow! area
Video, play station,
karaoke, dance mat
Used in conjunction with reward systems and sticker or tick books (PROPS)

29. Social scripts and social stories to help modify behaviours
Two functions of the social scripts and stories

30. Established and difficult to modify behaviours.