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Working One-to-One With a Pupil Who Displays Challenging Behaviour<br />
Pupil Support Assistant<br />Class<br />- Facilitating the effective running of the class.<br />- Allowing the teacher to ...
Learning Objectives<br />Class<br />School – SEBD Primary<br />Council / Local Authority Education Services<br />National ...
Additional Learning Support Needs<br />ADHD<br />Oppositional<br />Physical Aggression<br />Low self-esteem <br />Learning...
Ecologically <br />Class / School:<br />Some others are frightened of pupil.<br />Limited opportunities to interact with o...
Refusal of staff to work with pupil<br />ADHD - impulsivity<br />Violent and aggressive behaviour<br />Peer rejection<br /...
Priorities for Intervention<br />
Aggressive Behaviour<br />Frustration-aggression hypothesis.<br />Zillman’s excitation-transfer theory.<br />Modeling.<br ...
Low Self-Esteem<br />Positive reinforcement.<br />Remind pupil of targets and expectations.<br />Graduated exposure to gro...
Engage in School Curriculum<br />One-to-one support.<br />Remind of tasks and expectations – flexibility.<br />Positive re...
Evaluation<br />Priority Target Area<br />Reduce aggressive behaviour.  <br />Increase self-esteem.<br />Increase engageme...
Reflection<br />Strengths<br />Patience and persistence.  <br />Weakness’<br />Lack of planning time.<br />Changes<br />us...
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Working one to-one with a pupil who displays challenging

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Transcript of "Working one to-one with a pupil who displays challenging"

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