1. Behaviour and Wellbeing Workshop
“Behaviours are functional and communicative acts, which are meaningful because they achieve important results for an individual.”
(Ifield School- Behaviour Policy 2012)

2. Introduction

3. Aims
To develop an understanding of pupils with SEN who can present challenging behaviours
To promote positive behaviour consistently as class teacher
To share strategies in order to support challenging behaviour and wellbeing
To enhance skills in developing positive behaviour support
An opportunity to share experiences & strategies with peers

4. What does challenging
behaviour look like?

5. Why do pupils challenge?
It is a way of communicating
Environmental reasons
Personal reasons
A specific purpose: attention, escape, sensory

6. Identifying the triggers
The ABC of challenging behaviour:
Antecedent: What happened before the behaviour?
Behaviour: What was the behaviour?
Consequence: What happened after the behaviour?

7. The arousal curve Green- calm and relaxed
Amber- anxious, aroused or distressed
Red- Incident
Blue- Calming down but still need to be careful

8. The arousal curve Divert/distract Tactical ignoring
Withdrawal from situation
Stay calm
Green- calm and relaxed
Amber- anxious, aroused or distressed
Red- Incident
Blue- Calming down but still need to be careful

9. The arousal curve Don’t pour fuel on the fire! Personal space
Eye contact
Touch
Noise
Listen
Green- calm and relaxed
Amber- anxious, aroused or distressed
Red- Incident
Blue- Calming down but still need to be careful

10. The arousal curve
The behaviour begins to resemble the ‘green phase of behaviour’
Complete ABC recording sheet/chart
Talk to someone and reflect
Share information with parents/staff
Learn from incident
Green- calm and relaxed
Amber- anxious, aroused or distressed
Red- Incident
Blue- Calming down but still need to be careful

11. Behaviour for Learning
Behaviour for Learning is;
Positive as the teacher emphasises high expectations;
 Centred on effective relationships between pupils, pupil and teacher and their environment;
 Value and reward behaviour which maximises pupil learning;
Setting attainable targets for behaviour, based on individual pupils' circumstances
Relevant and applied to all pupils at all stages

12. Positive Behaviour Support
Emphasis on preventing the need for challenging behaviour
Emphasis on changing the environment to best meet individual needs
Emphasis on teaching new alternative skills e.g. Communication
Positive strategies, not punishment
“A problem is a problem, not the child”
90% proactive and 10% reactive

13. Different types of strategies
What is a Proactive strategy?
Strategies to the meet the pupils’ needs without them needing to rely on challenging behaviour
What is a Reactive strategy?
Reactive strategies are a way to manage behaviour as safely and as quickly as possible. They are not designed to teach the pupil new skills

14. Proactive strategies Teaching replacement skills
Give reminders of rules, routines and structures
Provide choice wherever possible (limit to two choices)
Praise and reward positive behaviour
Change the environment
Keep language simple
Use positive language
Be consistent

15. Reactive strategies Time out directed or offered Verbal warnings
Praise and reward positive behaviour
Keep language simple
Use positive language
Be consistent

16. Working collaboratively
Consistently
Sharing what works and what does not
Effective communication
How can we work together?

17. Recording behaviour Weekly House Point & Certificate Recording Sheet
Behaviour Recording Sheet
Positive Handling & Intervention Recording Sheet
Monitoring behaviour Recording Sheet
SIMS

18. Summary
Challenging behaviour tells us something isn’t working for the pupil.
Observe and reflect
Is there a suitable alternative that can be taught/provided
Be consistent
Work in partnership

19. Handouts Top Tips Attention Deficit Hyperactivity Disorder Autism
Attachment disorders
Behavioural, Emotional and Social difficulties
Speech and Language difficulties

20. - “Fight fire with water”
- “Behavioural mistakes are learning opportunities”
- “A problem is a problem, not the child”
- “Children without boundaries, go in search of them”
- “Turn a problem into a solution”
- “Behaviour is a form of communication”
- “Education is having a dream and making a change”
- “Behaviour is an inappropriate problem solving technique”   
Rob Long (2010)