25/11/2019 - national council for special education · special educational needs signposts autistic...

25/11/2019

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Pathways to Prevention

Session 1

Characteristics of SEN – Looking

Through The Lens

Preventing Challenging Behaviour

S.E.N. + Characterist

ics that effect

behaviourManaging Anxiety/

Promoting Well being

Environmental Assessment

DATA;

Define, Collect, Analyse

Teaching Replacement Behaviours

Strategies and Interventions

Positive Reinforcement And Levels of Least Intrusion

Planning for Health and

Safety

Putting it all Together

Overview

Session 1

• Characteristics…Co-occurring Conditions…Student behaviour…Building Positive Relationships

Session 2

• Managing Anxiety….Promoting Well being

Session 3

• Looking at the Environment

Outline of Day 1

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Special Educational Needs

Signposts

Autistic Spectrum Disorders

Assessed Syndromes

Dyspraxia

Emotional and/or Behaviour Disturbance

Exceptionally Able

General Learning Difficulties

Specific Speech and Language Disorders

Physical Disabilities

Sensory Impairments

Specific Learning Disabilities

Signposts Some Characteristics

Autistic Spectrum Disorders

Assessed Syndromes

Dyspraxia

Emotional and/or Behaviour

Disturbance

Exceptionally Able

General Learning Difficulties

Specific Speech and

Language Disorders

Physical Disabilities

Sensory Impairments

Specific Learning Disabilities

Activity

Co-occurring Conditions and Disabilities Co-occurring disabilities

- Intellectual

- ADHD

Co-occurring conditions• Sensory reactions (great distress at noises, hair cutting,

great interest…)

• Toileting problems

• Aggression to other people

• Very reluctant to separate from one parent

• Anxiety, fears and phobias Selective about eating

• Temper tantrums

• Hyper periods

• Injury to self

• Sleep

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Building Positive Relationships

Get to know your student as an individual (hobbies, clubs etc.)

Access their voice, post box, survey, consult them etc.

Listen to them; Make them feel good about themselves

Greet them/Notice them

Keep a happy news log/I can cans

Things I was good at today

Show Students you trust them (responsibilities)

Share something about yourself

Allow students to make choices

Make them feel good about themselves

Encourage friendships/helping each other (buddy system)

Check in/check out (designated person)

PACE (D Hughes and M Bomber)

Connect before you correct (see more than the behaviour)

Building Positive Relationships


Session 2

Managing Anxiety

Planning for Well-Being

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Setting eventTriggering Antecedent

Challenging Behaviour Maintaining

Consequences

Pathways Matrix – sample

Desired AlternativeTypical

Consequences

FERB

www.pent.ca.gov

Presenting issues

25.30%

17.70%

14.51%

12.05%

10.98%

10.34%

6.44%2.69%

Feelings

Thinking

Family, Peers,Relationships

Physical

Behaviour

Interaction

School/Work

Community/Setting

Language and Communication

http://www.pent.ca.gov/

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Communication and Language

Is it the challenge to communicate?

Is it a lack of vocabulary?

• Mental health difficulties in students with SEN may go unrecognised and untreated for a long time

• ‘Mental health is one of the most significant barriers to learning’

• Mental health difficulties may be ‘masked’ by the presence of a specific SEN

Reach 24.2.11. page 69 ..(Coughlan 2010)

Context

Consider the physiological effects of anxiety

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Slowing it down

Social situations

Communication

Change in routines

Sensory issues

Rigidity

The Individual may have difficulty recognising signs

of anxiety

Identify the Stressors/Triggers

Strategies and interventions

• Teacher led

• Specific interventions

• Management

programmes

• Teaching of skills

• Teach self-monitoring

• Student led

• Self talk

• Relaxation (cue

controlled)

• Mood diary

• Independent

behaviour

• Self-management

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Teach Identification of Physiological

indicators

Teach Recognition and Vocabulary

of Feelings

Targeted interventions

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Toolbox - fix the feeling

• Physical exercise

• Sports

• Creative destruction

• Bite an apple

• Squeeze an orange

• Tearing old cloths

Relaxation tools

• Music

• Sleep

• Repetitive action

• Art

• Stress ball

• Favourite interest/activity

• Personal interests-timed

Self Managing Anxiety Strategy

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Self Management: Anxiety

Energy Accounting

Self knowledge and social skills teaching

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Survey General Protective Factors

• Happiness

• Confidence

• Coping with the anxiety and low moods

• Resilience

• Mastery

• Autonomy

• Involvement

• Connectedness

• Good relationships with others

Resilience

The capacity to cope with change and

challenge, and to bounce back during

difficult times.

Resilience

‘One Good Adult ’

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Skills Addressed By Apps

• Language and Communication Skill

• Social Skills

• Stress Reduction

Think Pair Share

What strategies work for you?


Session 3


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Setting event

Triggering Antecedent

Challenging Behaviour Maintaining

Consequences

Pathways Overview

Desired AlternativeTypical

Consequences

FERB

www.pent.ca.gov

Environmental Considerations

Physical Setting

Sensory Audit

Activities

Scheduling/Transitioning Factors

Degree of independence/participation

Social Interaction/Degree of choice

Identified strengths/celebrate successes

Ensuring understanding of system/routines etc.

Physical Setting

• Consider the classroom environment.

• TEACCH-structure

• Visual Prompts

• Noise

• Crowd

• Temperature

• Light

• Place to chill out


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Sensory Audit

www.autismeducation.org.uk

Visual

Noise and sounds

Smell

Touch and Feel

General Sensory Issues

Activities

• Do activities and curriculum match the

student’s needs?

• Age appropriate

• Accessible

Scheduling Factors

• How is time passing represented?

• How are activities sequenced?

• Does the student feel secure about what

is happening next?

http://www.autismeducation.org.uk/

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Degree of Independence

Degree of Participation

• Reinforcement intervals - are they

appropriate to foster independence?

• Group sizes

• Opportunities for play and social

interaction

Social Interaction / Degree of Choice

• Do the student’s social communication needs

match instruction opportunities?

• Is there sufficient amount of choice making and

negotiation present in the environment?

Identify Strengths

• Visual Learner

• Communication type

• Socially engaging

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Suggested Changes to the EnvironmentEnvironmental

Factors Observed

Alter

Yes/No

Factor to be

Added or

Removed

Why

Physical

Setting/sensory audit

Barriers and Problem

Behaviours/ Skills

Deficits

Social Setting

Activities

Curriculum match

learner needs?

Scheduling factors

Transition issues

Degree of

Independence

List strengths

Students strengths

First:

• Maintain the SEN perspective

• Start by building Positive Relationships

Then

• Address the Anxiety part and promoting

well being

Next

• Change the Environment

Recap Day 1

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Session 4 DATA

Collecting + Analysing

ABC/F.A


S.E.N. + Characteristics

that effect behaviour

Managing Anxiety/



DATA;




Positive Reinforcement And Levels of Least Intrusion


Safety


Overview

Session 4

• Data….Defining Behaviours, Collecting/ Analysing Data, ABC’s, Functional Analysis

Session 5

• Teaching Replacement Behaviours based on function (FERBS)

Session 6

• Selecting and Implementing Strategies + Interventions based on analysis of data

Outline of Day 2

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Setting EventsTriggering

AntecedentsChallenging Behaviour

Maintaining Consequences

Pathways Overview

Desired Alternative

Typical Consequences

Functional Replacement

Behaviour

www.pent.ca.gov

Data: Defining Behaviour

Stranger Test

Describe what the behaviour looks like.

Can you count it

Subjective opinions are not helpful.

Data Counting Behaviour

• Number of times

- Event Recording

• How Long it lasts

- Duration Recording

• Scatter plot

- if you are not sure


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Data Collecting

Data Collecting

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Data: Graphing Behaviour

R’ engages in frequent challenging behaviour.

R’s teacher defined the behaviour as challenging behaviour; which includes any instance of the following ( leaving seat, attempting to hit a peer, swearing and refusing to following teacher direction)

R’s teacher used her class timetable as a counting tool and recorded the instances of behaviour each day for 3 days.

Day 1= 22, Day 2=25 Day 3= 23.

Let’s put these numbers on the graph.

ABC-s How is behaviour effected?

What happens before

ANTECEDENT

What happens after

CONSEQUENCE

• red/green light

• ”no”

• lights flicker in theatre

• “lets do work”

• visual prompt/timetable

• praise

• attention/reprimand

• sweet

• token for money off

• money

• shout

• avoid

• sensory stimulation

Three/Four Term Contingency

o A-B-C

o SE-A-B-C

o SE = Setting Event

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Consequence/Functions

• Attention

• Sensory

• Avoidance / Escape

• I get the “thing”/Object

Intervention

We have collected 3 Days of baseline data.

R’s teacher conducted an F.A and did some ABC recording, she identified two functions for R’s behaviour.

Sometimes he behaved this way to get attention.

Sometimes he behaved this way to escape from doing work he found hard to do.

She implemented a FERB for I need help and a FERB for recruiting her attention positively.

Intervention Data

Day 1 = 5

Day 2=8

Day 3=7

Day 4=4

Let’s see if there is a visible difference.

R’s teacher also identified that R was also

seeking attention from his peers, she

developed a Social Skills programme with

his resource teacher. She will keep taking

data to see if this has an effect.

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Activity; ABC-Analysis

Mary + Alex

What is the Setting Event?

What are the antecedents?

What are the consequence?

What is maintaining this behaviour?

Involves further information-gathering activities

promotes a team problem-solving approach.

results in the development of a comprehensive student learning and behaviour profile

Accuracy and completeness are key

Conducting a Functional Assessment

Functional Assessment Process

Focusses on:

• The Individual

• The Behaviour of Concern

• Data Collected

Involves:

Review of records

• Interviews

• Questionnaires

• Rating scales

Direct observations– Narrative /

Structured recordings

– Counting

Analyse Results and plan.

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Session 5

Identifying and Teaching Functionally

Equivalent Replacement Behaviours

• Visual representation of complex

individual patterns of behaviour

Pathways Matrix

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Challenging Behaviour

Pathways Matrix – Challenging

Behaviour

Talking, interrupting, making demands, threatening

Moving, flapping, covering ears, grabbing/hitting others

Throwing objects, pushing items away, going under desk, refusing to engage with work tasks

Manifesting challenging behaviour to obtain an item i.e iPad, a ball, foods, toys, sensory items

Pathways Matrix - Challenging

Behaviour


Shouting, pushing books away, objecting to doing a

written work activity

Pathways Matrix - Challenging Behaviour

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Pathways Matrix – Triggering

Antecedents


Triggering Antecedent(s)


Pupil is asked to sit down quietly and do

a work activity


Shouting, pushing books away,

objecting to doing a written work activity


Antecedents


Antecedents

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What the pupils GETS, that s/he is seeking.

This is what occurs following the challenging

behaviour, i.e. removal from a line, removal

from the class (avoidance), removal from an

activity, giving verbal feedback, giving general

attention (attention), giving some form of

sensory feedback / intervention (sensory) or

giving a tangible (tangible!)…

What are Maintaining Consequences?

Pathways Matrix – Maintaining

Consequences


Triggering Antecedent(s)



Pupil is asked to sit down quietly and do a work activity



objecting to doing a written work

activity


Avoiding the work task?

Attention?

Pathways Matrix – Maintaining

Consequences

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Pathways Matrix – Setting Event/s

Setting event

Pupil has come to school very tired

and has had argument with

sibling about food this morning


Pupil is asked to sit down quietly and do a work

activity



objecting to doing a written work

activity



Attention?

Pathways Matrix – Setting Event/s

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• Functional Equivalent Replacement

Behaviour/s

Pathways Matrix – F.E.R.B.s

This is a functional way of accessing the

same result/consequence they are accessing

when they use challenging behaviour.

We teach a more appropriate alternative

behaviour (using a visual to request) which

matches the function of the challenging

behaviour (avoidance) whilst accessing the

same consequence (I need a break)

What are F.E.R.B.s?

F.E.R.B.s must be taught!

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The link between maintaining consequences

and the selection of appropriate and

functional FERBs…

Top tip!

Maintaining

Consequence

F.E.R.B./sFUNCTION

of the behaviour

Make the link!

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Visuals are good!


Who will participate in the implementation of the FERB?...

When will it be facilitated?

How will it be accessed?

Is there a specific duration…?

How many times can the pupil access this FERB?


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Jobs / tasks

Extra responsibility giving support to younger peers

Self monitoring (with feedback)

Check in systems (with feedback)

Sensory PE / walks / movement breaks

Some ideas…

Post Primary

Make the link!




Pathways Matrix – Desired

Alternative

Desired Alternative


Behaviour

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What is a Desired Alternative?




Pathways Matrix – Typical

Consequences

Desired Alternative



Behaviour

What are Typical Consequences?

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Setting event

Pupil has come to school very tired and has had argument with sibling about food this morning


Pupil is asked to sit down quietly and do

a work activity



objecting to doing a written work activity



Attention?

Pathways Matrix – sample

Working quietly at table top and not disturbing anyone

Pupil is accessing the curriculum, pupil is learning

FERB

Pupil may be given a

structured opt out

card for 5 minutes

Setting Events Triggering Antecedents



Pathways Matrix

Desired Alternative



Behaviour

Case Study

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Pathways Session 6

Strategies & Interventions

Strategies

Antecedent based strategies

• Antecedent strategies precede the challenging/problem behaviour

• Antecedent strategies consist of a collection of practices in which environmental /personal /sensory modifications are used to change the conditions in the setting so as to avoid the occurrence of a challenging/problem behaviour

• Antecedent strategies can be related to the time of the day, the learning environment, the people who are present, or the activities that are occurring within the setting

Consequent based strategies

• Consequence based strategies

are presented and explained to

pupils and they are used to

increase reinforcement for

desirable behaviour


redirect the pupil towards

alternative responses and desired

behaviour


involve the concept of delayed

gratification

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Strategies

Antecedent strategies?

Consequent strategies?

ANTECEDENT INTERVENTIONS

ACTIVE LISTENING / VALIDATING EMOTION

Active listening is a specific strategy designed to

allow the pupil to have their point of view

expressed and listened to in a non-confrontational

manner.

http://www.sess.ie/sites/default/files/Resources/Be

haviour_Resource_Bank/Advice%20Sheet%201%

20Active%20Listening.pdf

Lots of Access to Positive Attention

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%201%20Active%20Listening.pdf

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Antecedent Interventions

This is a simple approach, which involves making basic changes around:

the length of a task

the content of a task

verbal cues / instructional prompts

working individually or in groups or pairs

level of support from teacher / SNA

opportunity to access differentiated work (CAT GLD)

• http://cat.sess.ie/tool

CURRICULUM MODIFICATION /

DIFFERENTIATION / TEAM TEACHING


ENABLING PREDICTABILITY THROUGH

THE USE OF CUES

Enabling predictability through the use of cues helps pupils

to feel that they are in a predictable environment and enable

them to cope with what may be coming next.

This strategy also helps pupils to cope with minor transitions

during the day in their own classroom.

These should ideally be fairly consistent and predictable.

Environmental Organisation

http://cat.sess.ie/tool

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INCREASED CHOICE

This can reduce the pupils experience of being overwhelmed by a difficult task, support them in regulating themselves, give them a sense that they can have an impact on their environment and help them to feel supported by staff.

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2011%20Choice%20for%20Pupils.pdf

Increased Choice

Regular Movement Breaks

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2011%20Choice%20for%20Pupils.pdf

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REDIRECTION

Redirection involves shifting the focus of a

pupils attention from a negative interaction

to a more positive interaction.



STIMULUS CHANGE

Stimulus change involves interrupting the

sequence of behaviour/s. Stimulus change

involves changing the environment.

ANTECEDENT INTERVENTIONS

TEACHING THE USE OF TIMERS TO

MEASURE TIME

This is an effective antecedent intervention, which

can be effective when working with pupils who

have some difficulty with waiting, working

independently or turn-taking. Pupils may feel less

agitated if this strategy is used consistently and

predictably

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ANXIETY MANAGEMENT PROGRAM

I.E. - SQUARE BREATHING

The purpose of this type of exercise is to slow the respiratory system, slow the heartbeat / heart rate, reduce or prevent verbal output, remove symptoms of fright/flight response, calm the mind and bring the body & mind back to a state of homeostasis

BREATHE IN

HOLD

BREATHE OUT

HOLD

Self Managing Anxiety Strategy

Self Managing/Regulating Anxiety

Strategy

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Consequent Interventions

BEHAVIOUR CONTRACT

An agreement between pupil and staff, which supports the pupil in their individual needs

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%205%20Behaviour%20Contracts.pdf

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice_Sheet_12_Class_Behaviour_Agreement.pdf

OUR CLASSROOM AGREEMENT

OUR CLASS SAFETY RULE

In our class, we all have a right to

feel safe.

We all have a responsibility to ensure

that everyone else also feels safe.

OUR CLASS LEARNING RULE

In our class, we all have a right to learn.

We all have a responsibility to allow

others to learn.

OUR CLASS COMMUNICATION RULE

In our class, we all have a right to

communicate.

We all have a responsibility to allow

others to communicate also.

OUR CLASS RESPECT RULE

In our class we have a right to be

treated with respect.

We all have a responsibility to treat

others with respect.


POSITIVE REINFORCEMENT

Positive reinforcement happens when we try to increase desired behaviour. The consequence of acknowledging desirable behavior result in bringing the pupils awareness to this desirable behavior, the effect that this behavior has on the pupil and may increase the frequency of this desirable behavior.

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%205%20Behaviour%20Contracts.pdf

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice_Sheet_12_Class_Behaviour_Agreement.pdf

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TOKEN ECONOMY

Using a token economy as a consequent based strategy requires the practitioner to distribute tokens towards earning a specific reward for performing desired behavior.

These rewards can be anything from stars, tickets, ticks or minutes of time denoted on a board. Tokens / visual representation of some sort should be used to earn the reward.


Token Economy


Token Economy

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COUNTOON

A visual tool for self monitoring

.


EFFECTIVE OUTCOME – STAFF ONLY

Class Meetings (Advice Sheet 13)

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2013%20Class%20Meetings.pdf

Collegial Support (Advice Sheet 14)

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2014%20Collegial%20Support.pdf

Calmness in a crisis (Advice Sheet 15)

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2015%20Communicating%20Calmness%20in%20a%20Crisis.pdf

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2013%20Class%20Meetings.pdf

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2014%20Collegial%20Support.pdf

http://www.sess.ie/sites/default/files/Resources/Behaviour_Resource_Bank/Advice%20Sheet%2015%20Communicating%20Calmness%20in%20a%20Crisis.pdf

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STRATEGIES WORKSHOP

Let’s try it!


Session 7

Applying positive reinforcement

and Levels of Least Intrusive

Interventions


S.E.N. + Characteristics that effect behaviour Managing

Anxiety/



DATA;




Positive Reinforcem

ent And Levels of

Least Intrusion


Safety


Overview

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Session 7

• Positive Reinforcement and Decisions based on Levels of Least Intrusion.

Session 8• Planning for Health and Safety.

Session 9• Putting it altogether

Outline of Day 3




Pathways Overview

Desired Alternative


Functional Replacement Behaviour

www.pent.ca.gov

Why teach a FERB

The aim of teaching a FERB is that the student will use a new appropriate functionally equivalent behaviour to access the current maintaining consequence.

• Attention

• Escape/Avoid/Relief

• Sensory Feedback

• The Thing


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Positive Reinforcement

However, it is very likely that the student will require extra reinforcement for engaging in the new /FERB behaviour.

That means applying regular positive consequences for using the new behaviour.

This is called positive reinforcement

What is Positive Reinforcement

The process of increasing the future rate of behaviour, also called applying a positive consequence.

A positive reinforcer is something that is presented immediately after the behaviour (the consequence), that increases the future rate or probability that the behaviour will occur again in the future. (p. 213 Alberto and Troutman)

We can only call it positive reinforcement if there is an effect on the behaviour.

The Schedule of Reinforcement

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How to Apply Positive Reinforcement

You could start with a FIRST/THEN system

And move on to a Token Economy.

A Token Economy is a great way to fade

The schedule of reinforcement.

You could use a behaviour contract. –If appropriate

Token Economy

Token Economy

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Important Considerations

We all like different things. It is only a reinforcer if it has an effect on the behaviour.

Is it clear what is expected of me. Was it taught. Is it visually represented.

Make sure I succeed first time round and lots of times thereafter.

Behaviour Contracts

Appropriate for older children.

The same rules apply

As for token economy/

Reinforcement systems.

Decisions based on Levels of Least Intrusion

Level 4

Level 3-Removal of desirable things or events. Removal of

access to nice things.

Level 2

Extinction .

Level 1- Use of Targeted Reinforcement strategies

Extinction with DR’s

Antecedent/Environmental/Teach New Behaviours/Skills/Non-Contingent Reinforcement.

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Aversive Consequences

Response Cost/Time-Out

Planned Ignoring.

DRA/I/L/O, Token economies, reinforcement of new skills behaviours

Rich reinforcing and positive teaching environment/ Structured activities, high visual support, degree of

choice available, regular breaks and sensory activities, activities match needs and are of high

interest, calm/low arousal settings

Pathways Session 8

Managing Challenging Incidents

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Anxiety and communication

The teaching & learning environment

The pupils individual toolkit

Big Toe First

Phases of an incident

Coming up with a plan

Crisis vs Behaviour Support Plan

Wellbeing

Self management

Individual needs

What supports are there?

Session 8 - Outline

There is increased prevalence of issues such as

anxiety and depression among students with

SEN

Worry often gives small things

a big shadow

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Environmental assessment

Our patterns

The early steps/ interventions

Creating a predictable and consistent

environment

The Learning Environment

Culture of learning?

Classroom climate?

Choice of learning?

Co-operative learning?

Work at an appropriate level?

Varied teaching approaches?

Different learning environments?

Focus on social and personal development?

What skills does the pupil have?

Some thoughts…

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Phases of an Incident

1

2

3

4

5

6

7

Calm

Trigger

Agitation

Acceleration

/ Escalation

Peak

De-escalation

Recovery

MANAGEMENT

POSSIBLE

AT ALL PHASES

Big Toe First (Gordon)

Step 1: Acknowledge appropriate behaviour (of

other pupil)

Step 2: Increase physical proximity

Step 3: A brief private question

Step 4: A brief private direction with wait time

Step 5: Acknowledge and re-direct (don’t argue)

Step 6: Rule reminder

Step 7: Offer a choice

Step 8: Cool off time for the pupil

Step 9: Exit plan (next slide)

Behaviour management plan

Vs

Health & Safety Plan

Crisis quiz!

http://images.google.ie/imgres?imgurl=http://www.managing-information.org.uk/images/lifebelt.jpg&imgrefurl=http://www.managing-information.org.uk/indexold.htm&h=261&w=265&sz=11&tbnid=ru9_1lk5czYJ:&tbnh=106&tbnw=108&hl=en&start=13&prev=/images?q%3Dmanaging%26svnum%3D10%26hl%3Den%26lr%3D%26safe%3Doff%26rls%3DGGLD,GGLD:2004-38,GGLD:en






http://images.google.ie/imgres?imgurl=http://www.linndhu.co.uk/abbeyfieldminehead/Toe1.jpg&imgrefurl=http://www.linndhu.co.uk/abbeyfieldminehead/Toeinthewater.htm&h=340&w=419&sz=86&tbnid=QgbQfbk37njGNM:&tbnh=98&tbnw=122&hl=en&start=4&prev=/images?q%3Dtoe%2Bin%2Bwater%26svnum%3D10%26hl%3Den%26lr%3D%26rls%3DGGLD,GGLD:2004-38,GGLD:en

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1. Calm

2. Trigger

3. Agitation

4. Acceleration / escalation Proactive or Reactive!

5. Peak

6. De-escalation

7. Recovery



1

2

3

4

5

6

7

Calm

Trigger

Agitation

Acceleration

/ Escalation

Peak

De-escalation

Recovery

MANAGEMENT

POSSIBLE

AT ALL PHASES

Reflection:

Eye contact

Physical orientation

Verbal contact

Proximity

Duty of care

Logistics

Factors to consider…







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Managing a Serious Incident Appear calm - be aware of your own feelings and actions

Avoid contributing to the incident with behaviour/words

Work for an effective outcome rather than winner/loser

Acknowledge other person’s feeling/emotion

Think safety – of all people in the room

May need to seek outside help – calmly and planned

Think on your feet – be prepared to change

Maintain control of your own communication style and

body language

Have a plan for helping you to think and act

Expect a positive outcome but not all incidents end

successfully (Hewett, 1998)

The Plan

1. Has it happened before?

2. Preventative/Management Plan

3. Exit Plan

4. Communication

Following an incident…

Common practice… wellbeing

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Self-care and self-management

Individual Needs

BASIC NEEDS

PSYCHOLOGICAL NEEDS

FULFILLMENT

NEEDS

Individual Needs

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And of course… tomorrow’s a new day…

Balanced Life

Personal

Family

Social

Exercise

Finances

Romance

Healthy eating

Work

Arts

Individual Needs

Inspire Counselling Services – I.N.T.O.• www.inspirewellbeing.org 1800 817433

Free Wellness Workshops Nationwide:• http://www.suicideorsurvive.ie/services/wellness-workshop/

• http://www.suicideorsurvive.ie/services/wellness-workshops-online/

Mindfulness for Teachers

• http://www.brightsparkscoaching.ie/mindfulness-in-education/

What’s out there?...

http://www.inspirewellbeing.org/

http://www.suicideorsurvive.ie/services/wellness-workshop/

http://www.suicideorsurvive.ie/services/wellness-workshops-online/

http://www.brightsparkscoaching.ie/mindfulness-in-education/

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Session 9

Putting it all together

Looking Back – Day 1

The specific individual characteristics of the SEN

Anxiety management

Environmental analysis

Looking back – Day 2

Data collection

Analysing ABC charts

Functional assessment

Antecedent & consequent strategies

Function of the behaviour & teaching FERBs

Social skill deficits & new skills

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Looking back – Day 3

Levels of least intrusion

Crisis management suited to your individual setting

Putting it all together

Workshop activity – putting it all together

Case studies & worksheets

Activity

25/11/2019 - national council for special education · special educational needs signposts autistic...

Documents