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.