Working one to-one with a pupil who displays challenging
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Working one to-one with a pupil who displays challenging

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Working one to-one with a pupil who displays challenging Working one to-one with a pupil who displays challenging Presentation Transcript

  • Working One-to-One With a Pupil Who Displays Challenging Behaviour
  • Pupil Support Assistant
    Class
    - Facilitating the effective running of the class.
    - Allowing the teacher to teach.
    One-to-one.
  • Learning Objectives
    Class
    School – SEBD Primary
    Council / Local Authority Education Services
    National - Education (Additional Support for Learning) (Scotland) Act 2004
    Family
  • Additional Learning Support Needs
    ADHD
    Oppositional
    Physical Aggression
    Low self-esteem
    Learning Difficulty?
  • Ecologically
    Class / School:
    Some others are frightened of pupil.
    Limited opportunities to interact with others.
    Lack of engagement in formal learning.
    Family
    Family and social work arrangements often need co-operation of pupil.
    Arrangements often hindered or cancelled due to pupil violence.
  • Refusal of staff to work with pupil
    ADHD - impulsivity
    Violent and aggressive behaviour
    Peer rejection
    Low self esteem
    Needs to engage more fully in school curriculum
    Limits inclusion and opportunities
    Lack of literacy and numeracy skills
    Part-time schooling
    Family and SW arrangements hindered
    Suspensions
    Oppositional behaviour
  • Priorities for Intervention
  • Aggressive Behaviour
    Frustration-aggression hypothesis.
    Zillman’s excitation-transfer theory.
    Modeling.
    Positive reinforcement and attention.
    Time out.
  • Low Self-Esteem
    Positive reinforcement.
    Remind pupil of targets and expectations.
    Graduated exposure to group and social situations – facilitate integration.
    PSE work - self awareness
    - personal and interpersonal relations.
    Use strengths.
  • Engage in School Curriculum
    One-to-one support.
    Remind of tasks and expectations – flexibility.
    Positive reinforcement.
    Dopamine and motivation relationship.
  • Evaluation
    Priority Target Area
    Reduce aggressive behaviour.
    Increase self-esteem.
    Increase engagement in formal curriculum.
    Outcome
    Aggressive behaviour has reduced – incident forms, complaints, observations.
    Less task avoidance / delay / destruction.
    Increase in appropriate relations within school.
    Limited improvement.
  • Reflection
    Strengths
    Patience and persistence.
    Weakness’
    Lack of planning time.
    Changes
    use of visual timetable.
    Keep a diary.
    use of other specific pupil as a buddy.
    Future Working Practice
    Enquire as to practical strengths before one-to-one work.