1. De-escalation Training Section 4 What works? Using functional analysis to problem solve

2. For use with school staff in situations where:  The pupil is presenting very challenging behaviours  Staff need a framework to problem solve challenging behaviours  Staff need opportunities and time to assess behaviour in detail  Staff need time/opportunity to plan next steps 2 Purpose of section 4

3. Functional analysis Definition: a framework which helps staff makes sense of behaviour and what it might be achieving for the pupil i.e. what purpose is the pupil’s behaviour serving 3

4. Three main elements  Ecological: the context in which the behaviour occurs  Triggers: what sets off the behaviours  Hypothesis: understanding what the pupil is trying to communicate 4

5. What’s the target? To find ways of helping the pupil achieve their aims so they do not regress to using their difficult behaviour 5

6. What can be changed as a preventive measure?  What factors in the environment are likely to cause upset?  What is the best way to approach a pupil when working with them on a task?  When are the best times to leave alone?  When are the best times to involve in interesting/enjoyable activities?  How can we ensure that we respond appropriately to newly emerging, more positive behaviours? 6

7. Tasks (further details in Guidance notes) In Groups…. Task 1 : What’s the pupil saying? Task 2 : Triggers & antecedents Task 3 : Develop a Behaviour Plan based on a pupil you are currently working with 7