addressed: session 11 q19, q21b, q31, q33. … · the terminology used to describe behavioural,...

Learning outcomesTrainees will have an understanding of:

the terminology used to describe behavioural, emotional and social difficulties (BESD)

the multiple causes of BESD

how behaviour gives messages about concerns and unmet needs

how to respond to BESD by examining the antecedents and consequences of behaviours

factors that teachers can influence and those that require a multi-agency response, and

possible sources of support.

Priority standards Q19, Q21b, Q31, Q33.

QTS standards addressed:

Q19, Q21b, Q31, Q33.

Required resourcesSlide presentation Session 11

Handout 1 Case studies

Handout 2 Terminology

Handout 3 Understanding pupils’ needs

Handout 4 Understanding needs

Handout 5 Maslow’s hierarchy

Handout 6 ABC model

Handout 7 Using an ABC model

Handout 8 Attention deficit hyperactivity disorder

Handout 9 Agencies involved in supporting children with BESD and their families

Handout 10 Points for action

Handout 11 Follow-up activities

Slide

3hrs 15mins

Approximate timing: 3 hours and 15 minutes

Learning outcomesTrainees will have an understanding of:

the terminology used to describe behavioural, emotional and social difficulties (BESD)


how behaviour gives messages about concerns and unmet needs

how to respond to BESD by examining the antecedents and consequences of behaviours

factors that teachers can influence and those that require a multi-agency response, and


Areas of need set out in the SEN code of practice

Session 11 / Introducing behavioural, emotional and social difficulties

1

Session 11Introducing behavioural, emotional and social difficulties

Activities TimingsActivity 1 The nature of BESD 30 minutes

Activity 2 Understanding behaviour: pupils’ concerns and needs 45 minutes

Activity 3 Understanding behaviour: an ABC model 45 minutes

Activity 4 Understanding behaviour: the role of the teacher 45 minutes

Activity 5 Review and reflection 30 minutes

Flipchart or whiteboard

Marker pens

Sticky notes

Optional resourcesIn activity 1, you might want to examine what constitutes ‘disturbance’ or SEN and what is simply a normal reaction to a particular social and cultural environment. For this, you could use a clip from the film ‘West side story’ (the scene for the song, ‘Gee, Officer Krupke’) to stimulate debate.

Note to tutorsIn activity 2, you will need to prepare in advance several sets of statements made by copying and cutting up Handout 4.

Prior learningTrainees should have covered the content of the behaviour and attendance materials for primary initial teacher training produced by Behaviour4Learning (with the support of the TDA and the DCSF).

Trainees should have considered how to:

take steps to establish positive relationships with individual pupils

make an effort to listen to pupils’ perspectives on their learning

treat pupils with respect

notice and acknowledge good behaviour

have a classroom behaviour plan of rules, rewards and sanctions that are clearly linked to the school’s behaviour policy and well understood by pupils

establish clear routines for behaviour in the classroom, such as entering and leaving, gaining the teacher’s attention, distributing or collecting materials, clearing up and transitions between one activity and another

use classroom layout and seating arrangements to minimise behaviour difficulties

use a range of strategies for gaining and maintaining the attention of the class

provide opportunities in class for pupils to reflect on their relationships with one another, eg. circle time



2

use a range of strategies for dealing with low-level disruption and off-task behaviours, and

understand how their own responses to confrontation can escalate or defuse a situation.

It will be helpful if trainees have also looked at the Primary National Strategy’s social and emotional aspects of learning (SEAL) materials, DfES 0110-2005, and observed how these are used in school.

Trainees need to gather information during their school placements about a pupil with BESD whose behaviour is a concern for both the trainee and the teachers. This information can be written up as a short case study, like the examples in Handout 1. Trainees will also need this information for session 12, ‘Planning for pupils with behavioural, emotional and social difficulties’.



3

IntroductionShow slide 1 to introduce the session.

Show slide 2 to outline the learning outcomes for the whole session.

1


Introducingbehavioural, emotionaland social difficulties

need

1Slide

2

Learning outcomes

You will have an understanding of:

the terminology used to describe BESD


how behaviour gives messages about concernsand unmet needs

how to respond to BESD by examining theantecedents and consequences of behaviours

factors that teachers can influence and those thatrequire a multi-agency response, and


2Slide



4

Activity 1

The nature of BESD

Learning outcomesTrainees will:

become familiar with terminology used to describe BESD, and

understand that such difficulties have multiple causes.

Approximate timing: 30 minutes

Required resources Handout 1 Case studies

Handout 2 Terminology


Sticky notes

Optional resources Use the case studies on Handout 1 (or the case studies the trainees produced during their placement with a pupil with BESD – see Prior learning on page 5) to draw out the multiplicity of causes of BESD. If you prefer to use case studies of pupils the trainees have met on school placements make sure that those you use for this warm-up activity reflect a range that includes emotional difficulties as well as the more obvious behavioural challenges.

TaskShow slide 3 to outline the learning outcomes for activity 1.

30 mins

3

Activity 1

Learning outcomes

You will:

become familiar with terminology used to describeBESD, and

understand that such difficulties have multiple causes.

3Slide



5

Distribute Handout 1 and ask trainees to work in groups. Take this opportunity to remind trainees how they might use grouping strategies to give pupils the opportunity to work with different members of their class. This helps to build class cohesion and supports those who may not be part of established friendship groups, or may work better outside such groups. You can use a variety of different categories for organising groups, including by:

horoscope sign

shoe type, or

favourite food.

Ask trainees to read the case studies and quickly write down reasons, one per sticky note, for the pupil’s behaviour in each example. Arrange the notes on a flipchart or whiteboard, taking one from each group until there are no ‘new’ ideas left. Ask trainees to suggest how the notes could be put into categories. Suggest some likely factors as guidance for trainees; for example, home, social and cultural, school, the pupil’s temperament or a psychiatric condition.

Invite trainees to give a description of the pupils in the case studies. Do they see them as mentally ill, for example, having SEN, or a product of a particular social setting?

Use slide 4 and Handout 2 to identify the different terminologies used in relation to BESD. Point out that the terminology is often dependent on whether the cause is regarded as medical, educational or social.

If time allows and if you want trainees to examine what constitutes ‘disturbance’ or SEN and what is simply a pupil’s normal reaction to a particular social and cultural environment, you could use a clip from the film ‘West side story’ (the scene for the song, ‘Gee, Officer Krupke’) to stimulate debate.

4

Terminology

Special educational needs (SEN); behavioural,emotional and social difficulties (BESD)

Mental health difficulties, mental illness or disorder,emotional disturbance, psychological disturbance

Disaffection.

4Slide

6 Areas of need set out in the SEN code of practice


Activity 2

Understanding behaviour: pupils’ concerns and needs

Learning outcomeTrainees will learn to respond appropriately to pupils’ BESD by considering what their behaviour suggests about their concerns and unmet needs.


Required resources Handout 3 Understanding children’s needs

Handout 4 Understanding needs

Handout 5 Maslow’s hierarchy

Several sets of statements made by copying and cutting up Handout 4 (prepared in advance of the session).

Flipchart or whiteboard plus spare sheets of flipchart paper

Marker pens

TaskShow slide 5 to outline the learning outcome for activity 2.

Explain to trainees that this activity will help them understand the range of needs or concerns that may exist among pupils in any class and how this might affect pupils’ learning and behaviour.

45 mins

5

Activity 2

Learning outcome

You will learn appropriate responses to pupils’ BESDby considering what their behaviour suggests abouttheir concerns and unmet needs.

5Slide



7

Show slide 6 and distribute Handout 3.

Ask trainees to read through the handout and explain that Maslow’s hierarchy of needs is a model that can be used for looking at pupils’ needs.

Tell trainees to work in groups of four or five. Each group will have a sheet of flipchart paper and a set of statements from pupils voicing a concern (these are taken from Handout 4). Ask trainees to sketch out Maslow’s hierarchy on the paper and then to arrange the statements on the pyramid, within the appropriate category.

Allow enough time for the activity to be completed and then take feedback. Give out Handout 5, using notes on this sheet to inform the discussion.

You might want to return to the case studies that trainees read earlier in activity 1. Ask them to discuss what messages the pupils’ behaviour might be giving about their concerns and unmet needs.

Focus on the case study of ‘N’ on Handout 1, inviting the group to identify N’s unmet needs in relation to Maslow’s model. Trainees are likely to suggest that N has unmet needs in the area of love, affection and belonging (in his family and in the class) and in self-esteem.

Ask trainees to consider how the teacher could help meet these needs and what might be outside the teacher’s influence. Take feedback, exploring two possible strategies for the teacher:

pair N regularly with a pupil he might get on within the practical tasks he enjoys, and

set up a reward system where everyone gets extra playtime if they help N to achieve a class target for ‘sitting calmly in our seats’.

Prompt trainees to think what they could do to convince N that he is not stupid, build his self-esteem and improve his literacy and numeracy skills.

Write down and read out this statement to the group:

“Pupils are usually trying to solve a problem, not be a problem.”

Invite discussion on whether the activities they have completed so far persuade trainees to agree or disagree with the statement.

Ask them what impact N’s behaviour may have on the teachers’ needs. Expand on how N’s behaviour might have a negative effect on the teacher’s self-esteem.

6

love, affection and belonging

self-esteem

self-actualisation

safety needs

physiological or survival needs

Maslow’s hierarchy of needs

6Slide



Ask the group to consider pupils they have worked with during school placements, in light of trainees own hierarchy of needs. Some trainees may have had their need to feel safe challenged by pupils who were unpredictable and perhaps aggressive. Others may have felt personally rejected as a result of a pupil seeming not to respond to their teaching. All of the group are likely to have experienced a loss of confidence and self-belief when faced with challenging behaviour.

Emphasise that this is a universal experience and not a reflection of their skills. Explain that teachers, like pupils, have a right to have their basic needs met. It is very important for all teachers, whether experienced or newly qualified, to seek support from colleagues when working with a troubled pupil whose behaviour is calling their safety, sense of belonging or sense of self-worth into question.

Advise trainees that in effective schools, teachers expect and get help from colleagues, by:

discussing ideas on strategies that might work with difficult classes/pupils

taking practical respite, eg. others taking the troubled pupil into their own classroom for short periods, and

providing a listening ear that allows them to offload and be reminded that a complex range of circumstances, not their teaching, is failing the pupil.

9



7Slide

Activity 3

Understanding behaviour: an ABC model

Learning outcomeTrainees will gain a greater understanding of how to respond to pupils’ BESD by examining antecedents and consequences for particular behaviours.


Required resources Handout 6 ABC model

Handout 7 Using an ABC model


45 mins

7

Activity 3

Learning outcome

You will gain a greater understanding of how torespond to pupils’ BESD by examining behaviour.



10

Show slide 8 and distribute Handout 6.

Explain that the ABC model is another way of thinking about behaviour. Tell trainees that it complements understandings gained from thinking about pupils’ concerns and needs. It provides a way of exploring and understanding behaviour in the learning and teaching context. Allow trainees time to read Handout 6.

Distribute Handout 7, which is about the pupil ‘N’ from the case study they looked at in activity 2. The handout gives an example of how one of N’s teachers analysed the antecedents and consequences of an aspect of his behaviour that was of particular concern, and also for its opposite – a positive behaviour that the teacher wanted to encourage. You might choose to liken this analysis to detective work, whereby the teacher tries to piece together what typically happened before the specific behaviour (positive and negative) occurred and what typically happened afterwards.

Ask trainees to work in small groups as they read the handout. Tell them to discuss and write down some actions that N’s teacher might take as a result of her detective work.

Take feedback, which is likely to include these actions:

exploring what happens at lunchtime and, if necessary, developing strategies to make lunchtimes a more positive experience for N

building in a calming activity at the start of the afternoon session

making sure that N has a drink of water before he starts work

planning a greater range of alternatives to written recording, including the use of ICT

partnering N with a supportive ‘buddy’ for some written work

making sure written work is scaffolded so that N comes to it prepared, rather than facing a blank page

noticing and providing positive feedback when N is working well in a group with others, and

providing a group reward, such as team points, for the group N is working with, so that they all have a stake in making sure there are no arguments.

8

ABC model

Antecedents the context for the behaviour

Behaviour the precise action that raisesconcern about a pupil

Consequences what usually happens afterwards

8Slide

11



Activity 4

Understanding behaviour: the role of the teacher

Learning outcomeTrainees will know how to respond appropriately to pupils’ BESD by recognising factors that they, as teachers, will be able to influence, and those that require a multi-agency response.


Required resources Handout 8 Attention deficit hyperactivity disorder

Handout 9 Agencies involved in supporting children with BESD and their families


This activity continues the story of ‘N’ from the case study in activity 2.

Tell trainees to imagine that, while the teacher continues to observe N to better understand his classroom behaviour and develop strategies to match, N is referred by a doctor to the local child and adolescent mental health service (CAMHS) clinic. As part of the CAMHS assessment the teacher is asked to fill out questionnaires about N’s behaviour in school. In due course, the pupil is diagnosed as having attention deficit hyperactivity disorder (ADHD). The teacher is given an information sheet to read and is asked to monitor the effects of the medication that the clinic has prescribed.

45 mins

9Slide

9

Activity 4

Learning outcome

You will know how to respond appropriately to pupils’BESD by recognising factors that you, as teachers,will be able to influence, and those that requirea multi-agency response.



12

Distribute Handout 8. Ask trainees to read the document and then to discuss, in pairs, these issues:

the teacher’s response when N’s mother asks her view about N being given medication

the influence that the diagnosis of ADHD should have on the teacher’s classroom strategies for N, and

should the diagnosis impact the strategies that have worked so far to help N with his behaviour?

Take feedback from the group, drawing out the need:

to work in partnership with the CAMHS team, helping it to monitor carefully whether the medication is working and whether it is having any side-effects

for the teacher to continue with the educational strategies that she has worked out – making sure that N has help with his literacy and numeracy skills, opportunities for success, buddy support for tasks involving writing, and opportunities to develop new friendships, and

to introduce any new strategies as a result of advice from the clinic.

Finally, ask the group to identify other agencies that might become involved in supporting N. You could suggest that as he has begun to associate out of school with a group of older boys who are often in trouble, the youth service or a voluntary group might help to steer him towards safe and appropriate leisure activities. A social worker might also become involved if N’s mother sought help from social services.

Make the point that pupils with BESD very often require a multi-agency response to make sure they are: safe, healthy, able to enjoy learning and achieve at school, make a positive contribution and achieve economic well-being. The role of the teacher is to work as part of the multi-agency team, with their own distinct contribution to the pupil’s overall well-being, rather than working in isolation.

Distribute Handout 9. Tell trainees that it describes the various agencies that provide support to pupils with BESD and their families. Ask trainees to share their experiences of working with any of these agencies. Advise the group that they will learn more about outside agencies in session 18.

13



Activity 5

Review and reflection

Learning outcomesTrainees will review:

their learning about the factors that can contribute to a pupil’s BESD, and

sources of support that might be available.


Required resources Handout 10 Points for action

Handout 11 Follow-up activities


Marker pens

TaskShow slide 10 to outline the learning outcomes for activity 5.

Ask trainees to spend a few minutes reviewing the notes they have made over the course of the session on the case study of ‘N’.

Tell them to work in groups of four or five for the next exercise. Ask them to produce a visual summary of the sources of support and strategies identified to address N’s needs. Advise trainees that they will be asked to give a presentation to the whole group.

Allow 5 minutes’ thinking time, 15 minutes to complete the exercise and 2 minutes for each presentation.

30 mins

10Slide

10

Activity 5

Learning outcomes

You will review:

your learning about the factors that can contributeto a pupil’s BESD, and




14

The visual summary might take the form of a:

mind map

branching diagram in the shape of a fishbone

poster, or

storyboard.

At the end of the exercise, encourage trainees to reflect on how challenge tasks like these can enhance motivation in pupils who may be disengaged from learning.

Finally, allow trainees a few minutes to complete Handout 10.

Give out Handout 11 and suggest that trainees should choose a task to follow up over the next few weeks. Talk through the options and how trainees might approach their task.

15



Handout 1

Case studiesCase study 1N is a nine-year-old boy in year 4. He lives with his mother and older brother. His parents split up when he was six-years-old and he sees his father only occasionally. His mother finds him hard to manage. She describes him as “always on the go”, restless and argumentative. The only thing that keeps him occupied is playing video games, often violent. He has begun to associate with a group of older boys on his estate who are often in trouble.

At school he rarely sits still for long, talks incessantly, calls out inappropriately, and often gets into arguments with other pupils, for example, over equipment or who sits where.

In class he works best on practical activities. He is achieving below age-related expectations in most subjects. He has quite severe literacy difficulties (particularly with word-level work). At the end of year 3 he was only at level 2c in reading and writing (although his teacher assessed him at level 3 in speaking and listening). In mathematics he has strengths in shape and space, and data handling (level 3–4), but struggles with calculations. He is held back by an inability to recall number facts and by number reversals, eg. 21 for 12. He considers himself to be ‘stupid’.

His year 3 teacher found him hard work, but likeable. “He’s always so sorry for the things he does wrong”, she said, “even if he then just goes and does them again”. She felt his difficulties were due to the temporary teachers he had in year 2. This happened after the school had had a difficult Ofsted inspection and a number of staff changes took place. His present teacher is driven to distraction by his behaviour, and is often in tears at the end of a particularly bad day.

Case study 2A is a year 2 pupil who is a great worry to her teacher. She often appears tired and listless, says very little in class and is usually on her own in the playground. Her teacher has noticed other pupils teasing her on several occasions and has had to intervene to stop them.

A works well on familiar tasks, but struggles with new ones or if she has to find her own approach. She seems to have few ideas of her own. She is nevertheless predicted to achieve at least level 2c in the core subjects by the end of the year.

Her records show there have been child protection issues in the family in the past, but she is not currently on the child protection register.



16

Handout 2

TerminologyPupils may be described as having SEN of a type called behavioural, emotional and social difficulties (BESD), when their behaviour interferes with their own learning or that of others. Government guidance provides the following description of BESD.

Pupils with behavioural, emotional and social difficulties cover the full range of ability and continuum of severity. Their behaviours present a barrier to learning and persist despite the implementation of an effective school behaviour policy and personal/social curriculum. They may be withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, have immature social skills or present challenging behaviours.

From ‘Data collection by type of SEN’, DfES, 2005.

BESD can manifest itself in a variety of ways: pupils can be physically or verbally aggressive; they can harm themselves or suffer from anxiety or depression; they can be withdrawn or uncommunicative. Pupils who are withdrawn or emotionally fragile are as much a part of the BESD continuum as pupils who act in more demonstrative ways. Many factors may underpin a pupil’s BESD, including the painful impact of abuse or trauma; hitherto unidentified learning difficulties such as dyslexia; and the effects of family difficulties or parental mental illness.

‘Mental health’ can be defined as:a sense of personal well-being

a capacity to form mutually satisfying relationships with others

being able and prepared to meet adaptively a normal range of psychological and social demands appropriate to a given stage of development, and

an ability to learn new skills appropriate to age and developmental competence.

‘A mental health problem’ can be described as a disturbance of function in relationships, mood, behaviour or development of sufficient severity to require professional intervention. Pupils with mental health disorders or illnesses may be diagnosed with several conditions or syndromes. Government guidance describes how these link to SEN and the term BESD.

Pupils with a range of difficulties, including emotional disorders such as depression and eating disorders; conduct disorders such as oppositional defiance disorder (ODD); hyperkinetic disorders including attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD); and syndromes such as Tourette’s, should be recorded as BESD if additional or different educational arrangements are being made to support them.

From ‘Data collection by type of SEN’, DfES, 2005

Pupils who have clinically well-recognised mental illnesses are considered to be disabled if the illness has a substantial and long-term effect on their ability to carry out normal day-to-day activities.

Pupils are sometimes described as being ‘disaffected’ rather than having SEN or mental health needs. This terminology reflects an assumption that the causes of their behaviour lie in social and cultural factors (such as peer group influence, or being asked to follow a curriculum that is not relevant to their lives or needs) rather than factors within the pupils themselves.

References

Website: www.bacp.co.uk This site contains helpful information about the role of counselling and/or psychotherapy. You may also wish to view the various publications available: www.bacp.co.uk/publications/index.php

‘Promoting children’s mental health within early years and school settings’, DfES 0619/2001



17

Handout 3

Understanding pupils’ needsThe psychologist Abraham Maslow developed a theory about human motivation based on what he called a hierarchy of needs. It assumes we all have a variety of needs. Some relate to basic survival instincts: we all need food, warmth and shelter.

Once these needs are satisfied, we will be motivated by the need for safety and strive for an environment in which we feel physically and emotionally safe and secure.

At the next level, we seek experiences that make us feel loved, cared for and accepted by others: we need to feel that we belong in a group.

Beyond this, we will seek to feel good about ourselves, to feel appreciated, to receive feedback that leads to a positive self-image.

When these needs are all met, we become motivated to realise our potential. This will mean using our talents to the full, being able to learn new things, and challenging ourselves to be the best we can be.

All of us can and do move up and down this hierarchy of needs at different points in our lives. Trainees may be able to reflect on how this has happened to them: for example, how the focus on succeeding at work suddenly takes second place to the need to find love, affection and belonging when a significant relationship in our lives breaks down.

The needs that Maslow outlines can be met in different environments. A pupil might not be able to have all their needs equally met at home, at school and in the community – but if at least one of these environments meets the need the pupil will have a greater chance of progressing towards self-fulfilment.

All human behaviour has meaning and is a response to a drive to have needs met.

Maslow’s hierarchy of needs

love, affection and belonging

self-esteem

self-actualisation

safety needs

physiological or survival needs



18

Handout 4

Understanding needs

I’m scared of those boys

I’m naughty

I’m hot

I can’t say what I mean

I could do better than this

It’s stuffy in here

I don’t know the pupils on my table

I’m worried about my mum

I can’t do my work properly

I’m hungry

My work is rubbish

I’m not satisfied with my work

I’m no good at getting on with other kids

I’m different

My teacher does not notice when I try my hardest

I’m cold

I’m thirsty

My teacher likes other kids better than me

I’m ugly

I’m tired

These people don’t like me

Intentionally blank



19

Handout 5

Maslow’s hierarchyMaslow placed basic human needs, such as the need for food, water and warmth, at the foundation of his triangle. Human behaviour will be driven by needs of ‘survival and physiological needs’ and these will dominate until they are met.

Examples are:

I’m hungry

It’s stuffy in here

I’m cold

I’m hot

I’m tired, or

I’m thirsty.

Once basic human needs are met behaviour can then be motivated by the need to feel safe. Living in a safe and secure physical environment is a key need.

Pupils ‘need to feel safe’ in their learning environment. If they feel vulnerable in any way, such as afraid of making mistakes, afraid of not fitting in with the peer group, they will be unable to learn.

Examples are:

I’m worried about my mum, or

I’m scared of those boys.

Once we feel safe we can look for security through feeling a ‘sense of love, affection and belonging’. This involves the need to be accepted and to have friends. Learners need to feel part of their learning group if they are to learn effectively.

Examples are:

my teacher does not notice when I try my hardest

I don’t know the pupils on my table

these people don’t like me, or

my teacher likes other kids better than me.

Out of the need to experience affection and belonging the need for a ‘sense of self-esteem’ will emerge. Pupils need to have a positive image of themselves and to feel that they have recognition and appreciation from others for their contributions. The need for self-esteem and the fear of losing it is a key factor in pupils’ learning.

Examples are:

I’m naughty

my work is rubbish

I’m no good at getting on with other kids

I’m ugly, or

I’m different.



20

The highest level of need is only relevant when all others are satisfied. Maslow’s term ‘self-actualisation’ relates to the ability: to achieve our full potential, to do the work required to succeed, to learn, to be confident. The chance to be creative and autonomous is vitally important.

Examples are:

I can’t say what I mean

I’m not satisfied with my work

I can’t do my work properly, or

I could do better than this.

21



Handout 6

ABC model

The ABC model helps us to unpick situations where we are not sure why a pupil might be behaving in a certain way. It helps us to be objective and to identify factors we can change in the classroom, even when there may be larger issues in a pupil’s life that we cannot help with.

It starts from a very specific description of the behaviour that is of concern, or which we want to promote, without making any judgements or attributing any motive.

In order to help us move towards an understanding of the behaviour, we can look at the antecedents to a particular incident or series of incidents.

Antecedents tell us about the context for the incident and may help us to identify triggers that spark off a particular behaviour and could be avoided.

The other important information for helping to understand how and why a particular behaviour occurred is to look at its consequences. What did the pupil ‘get’ out of behaving in this way? The pupil may not be able to identify this but it is important for the teacher to assess the ways it might reinforce a pupil’s behaviour. Did they get attention from peers or adults? Did they avoid having to do a task they found difficult or take part in an activity they found uncomfortable? Was a negative consequence (for example, being sent to the headteacher) actually rewarding for the pupil? Did they gain popularity because other pupils had a laugh at the incident?

This stage of identifying what potentially positive outcomes exist in the situation for the pupil is essential in being able to deal appropriately with the pupil’s inappropriate behaviour in future. The teacher can reduce the likelihood of such incidents being repeated by ensuring that the precipitating factors (antecedents) are managed and minimised and any positive consequences for inappropriate behaviour are eliminated. These should be replaced with positive consequences for appropriate behaviour.

What is the context for the behaviour?

Antecedents Behaviour Consequences

What usually happensafterwards?



22

Handout 7

Using an ABC model

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you

thin

k th

e pu

pil m

ight

be

feel

ing?

Wha

t usu

ally

hap

pens

nex

t?

Wha

t do

you

thin

k th

e pu

pil m

ight

be

gett

ing

out o

f beh

avin

g th

is w

ay?

Wha

t do

you

thin

k ot

her p

upils

mig

ht b

e ge

ttin

g ou

t of h

im/h

er b

ehav

ing

in th

is w

ay?

Oth

er p

upils

com

plai

n ab

out h

im, a

nd h

e ar

gues

m

ore.

My

teac

hing

ass

ista

nt (T

A) S

unita

so

met

imes

talk

s qu

ietly

to h

im a

nd th

at s

eem

s to

hel

p.

He

gets

told

off,

sen

t to

wor

k on

his

own.

He

refu

ses

to ta

ke h

is th

ings

with

him

, sul

ks,

need

s pe

rsua

ding

to d

o hi

s w

ork.

Eith

er I

or m

y TA

will

oft

en g

o ov

er a

nd h

ave

a ta

lk w

ith h

im a

nd h

elp

him

alo

ng w

ith h

is w

ritin

g.

Oth

er p

upils

pro

babl

y pl

ease

d –

I don

’t th

ink

they

like

wor

king

with

him

.



23

Ant

eced

ents

Wha

t is

the

cont

ext f

or th

e be

havi

our?

Who

is th

e pu

pil w

orki

ng w

ith?

Wha

t are

the

adul

ts in

the

room

do

ing/

sayi

ng?

Wha

t is

the

task

?

Wha

t res

ourc

es w

ere

or w

eren

’t av

aila

ble?

Wha

t tim

e of

day

/day

of t

he w

eek

is it?

Wha

t hap

pene

d im

med

iate

ly

befo

re th

e be

havi

our?

Usu

ally

hap

pens

in th

e m

orni

ng.

Som

etim

es in

the

afte

rnoo

n if

it’s

an

activ

e ta

sk –

like

mak

ing

a po

ster

or

plan

ning

a P

ower

Poin

t pre

sent

atio

n.

Beha

viou

r

Wha

t exa

ctly

doe

s th

e pu

pil d

o th

at is

of

con

cern

?

Wor

k co

-ope

rativ

ely

in a

gro

up w

ith

othe

r pup

ils.

Con

sequ

ence

s

Wha

t usu

ally

hap

pens

aft

erw

ards

?

Wha

t do

you

do/s

ay?

Wha

t doe

s th

e pu

pil d

o/sa

y?

Wha

t do

othe

r pup

ils d

o/sa

y?

Wha

t do

othe

r adu

lts d

o/sa

y?

How

do

you

thin

k th

e pu

pil m

ight

be

feel

ing?

Wha

t usu

ally

hap

pens

nex

t?

Wha

t do

you

thin

k th

e pu

pil m

ight

be

gett

ing

out o

f beh

avin

g th

is w

ay?

Wha

t do

you

thin

k ot

her p

upils

mig

ht b

e ge

ttin

g ou

t of h

im/h

er b

ehav

ing

in th

is w

ay?

Nob

ody

take

s an

y no

tice

of h

im, r

eally

– I

let

them

get

on.

Som

eone

els

e fr

om h

is gr

oup

usua

lly d

oes

the

pres

enta

tion/

feed

back

in p

lena

ry e

tc b

ecau

se I

know

I ca

n re

ly o

n th

em n

ot to

be

silly

.

Look

s lik

e th

ere’

s no

t a lo

t in

it fo

r him

– n

ot

muc

h at

tent

ion

from

me

anyw

ay, t

houg

h he

may

ge

t som

ethi

ng o

ut o

f it f

rom

the

othe

r pup

ils in

hi

s gr

oup

if th

ey s

how

they

val

ue h

is co

ntrib

utio

n.

Behaviour I want to encourage



Handout 8

Attention deficit hyperactivity disorderADHD may be suspected when a pupil has difficulties in:

sustaining attention and concentration

controlling impulses, and

controlling motor activity.

It is diagnosed only where the difficulties are out of step with the pupil’s general developmental level, are persistent and occur in more than one setting, for example, at home as well as at school.

ADHD is a chronic disorder with a biological base. One theory suggests it is due to abnormalities in neurological function, in particular to disturbance in brain chemistry involving neurotransmitters. Other theories suggest it is due to deficiencies in the pupil’s diet, or is simply the extreme end of a continuum of temperament which, in the days when man needed to react rapidly and energetically to survive, had evolutionary significance, but is no longer appropriate to our more sedentary world. There is some evidence that the disorder can be inherited.

It is not primarily an emotional disorder or caused by such factors as poor parenting, but many pupils with ADHD develop secondary emotional difficulties as a result of the problems they experience at home and in school. They often attract a great deal of negative feedback from those around them, and can develop a negative picture of themselves as a result. Without help, this may lead to poor social adjustment and problems with learning.

Treatment requires a team approach involving the pupil’s family, school staff, and behaviour or mental health professionals. Some pupils respond well to drug therapy. Commonly used drugs are Ritalin (methylphenidate hydrochloride) and Dexedrine (dextroamphetamine). Both are stimulants that help the neurotransmitters in the brain to work more effectively. By helping the pupil concentrate and control their impulses better, these medicines can enable the pupil to experience a greater degree of success and approval from others.

Medication may not work for every pupil, however. It can have side effects such as loss of appetite, sleeplessness or increased levels of anxiety, which need to be monitored carefully so that dosage can be adjusted where necessary. Some families do not like the idea of their child being on long-term medication, and some children do not like the feeling they get from the medication.

Medication should always be used as part of a multi-modal approach, which may also include psychological or family counselling, educational intervention to address any learning difficulties the pupil may have, and the use of particular behavioural strategies at home and at school.

Approaches that may help include:

providing structure and predictability Pupils with ADHD need to stick to a regular routine. There should be clear rules at home and the classroom, with agreed rewards for sticking to them and consequences if they do not. The rewards and consequences need to be consistently applied by everyone involved with the pupil.

reducing distractions In school, remove from reach objects the pupil may fiddle with and ask the pupil what one thing they would like to hold to help them concentrate. Seat the pupil with ADHD near the front with their back to the class, near good role models. It may help them if they can work in a non-distracting area, free from wall displays, well away from areas other pupils need to walk through. At home, set up a quiet space for homework, if you can, where the pupil has all the materials he or she will need.

adapting tasks Make tasks short, with frequent breaks and opportunities to move around. Instructions should be given simply and clearly. Make sure the pupil is looking at you first. Check that he or she has



25

understood them before he or she begins a task. Use a kitchen or sand timer to help the pupil complete a task in a specified period of time.

staying positive Try to reward much more often than you punish the pupil. Teach them how to reward themselves, with remarks such as “You managed to concentrate on your work very well just then: give yourself a pat on the back”. Avoid sarcasm and ridicule. Do your best to stay calm. Devise a private signal system to let the pupil know when he or she is off task or behaving inappropriately. Find things the pupil is good at and celebrate achievements.

Websites for information about ADHD

www.cafamily.org.ukwww.LDWorldwide.orgwww.hacsg.org.uk



Handout 9

Agencies involved in supporting pupils with BESD and their families

EducationLearning mentors Work mainly in schools that have additional funding provided to them initially through the Government’s excellence in cities (EiC) and behaviour improvement programme (BIP) funding streams. They have special training to tackle barriers to learning (for example, attendance and behaviour problems) through individual support to pupils and families.

Teaching assistants (TAs) Provide general support in the classroom but also work specifically with individuals and groups who have SEN. For pupils with BESD, there can be considerable overlap between the roles of TAs and learning mentors, although TAs may focus more on support in the classroom and for the curriculum. Some schools call TAs who work with pupils with SEN learning support assistants (LSAs).

Learning support units (LSUs) Some schools have LSUs, staffed by teachers, TAs and/or learning mentors, which provide intervention programmes and in-class support for pupils with behaviour or attendance problems.

Nurture groups Some schools provide a small group setting, usually in the reception year, which is staffed by teachers and TAs and provides a small group of pupils with intensive help in developing social and early learning skills.

Home/school workers Some schools employ staff whose role is to liaise between home and school so as to remove barriers to learning. They may have a variety of titles.

Behaviour support teachers (BSTs) Generally employed by the local authority and provide advice and support to schools on meeting the needs of pupils with BESD. They sometimes work directly with pupils and families.

Education welfare officers (EWOs) Employed mainly by local authorities but sometimes by schools. Their work focuses primarily on attendance problems and behaviour issues allied to these. They undertake liaison between home and school, and can work directly with pupils and families.

Educational psychologists (EPs) Generally employed by the local authority and provide specialist assessment and advice and to support to schools on meeting the needs of pupils with BESD. They also sometimes work directly with pupils and families.

Multi-agency teams Behaviour and education support teams (BESTs) Local authorities are increasingly establishing multi-agency teams involving psychologists, teachers, mental health workers and sometimes social workers, police officers and a range of other professionals to offer support to schools. An example is the behaviour education support teams.

Youth offending teams (YOTs) Multi-agency teams working with pupils and young people involved in offending behaviour.



27

Non-education agenciesChild and adolescent mental health services (CAMHS) Incorporate a range of professionals: child psychiatrists, clinical psychologists, mental health nurses, psychotherapists, art therapists and occupational therapists. They generally work from a hospital or clinic base but increasingly also in schools and other community settings.

Social workers Employed by the local authority to provide support to pupils in need and their families. They will always be involved where a pupil is on the child protection register, usually where a pupil is disabled and sometimes also in providing preventative services, for example where there is a risk of family breakdown because of a pupil’s behavioural, emotional and social difficulties.

Police services Some police services have liaison officers who work with schools, providing support in relation to behaviour and community issues.

Youth services Often involved in local multi-agency services providing support to pupils and young people at risk.

Voluntary agencies Provide a range of support for pupils and families, such as counselling, parenting courses or classes, school holiday activities, support with specific issues such as bereavement and so on.



Handout 10

Points for action



29

What do I want to do next to develop my practice?

How will I do this?

What is my timescale for this to happen?

How will I know I have been successful?

Do I need to involve anyone else to make this happen?

Handout 11

Follow-up activitiesThe following activities are suggested ways in which you can build on your learning after the session.

Deepen your understanding of BESD by reading about models of behaviour change. A useful and accessible source is John Bayley and Lynda Haddock’s ‘Training teachers in behaviour management’, SENJIT, 1999

Undertake research into pupils’ mental health issues, drawing on published DCSF guidance on mental health and the National Healthy School Programme’s guidance on emotional health and well-being

Plan and carry out interviews with people who may form part of a multi-agency team supporting pupils and families, eg. learning mentors, mental health workers, members of BEST teams, to learn more about their respective roles

Visit one or more types of special provision for pupils with BESD, eg. a nurture group, a learning support unit or LA-resourced provision in a mainstream school, observe teaching and make notes on the teaching approaches you see.



30

addressed: session 11 q19, q21b, q31, q33. … · the terminology used to describe behavioural,...

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