NPSLBA study topic 8g: Responding to behaviour

© Crown copyright 200900870-2009PPT-EN-14

innovative, effective, practical

National Programme for Specialist Leaders of Behaviour and Attendance

NPSLBA study topic 8g: Responding to behaviourIn the context of settings that include children with BESD

This file replaces the DCSF document 'Responding to behaviour in the context of a BESD setting' produced in 2007


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Aims• To consider the pre-requisites in settings necessary to

promote good behaviour for learning and maximise positive responses from children with BESD

• To consider responses to the types of behaviour often observed in specialist BESD settings

• To consider the links between practice and approaches to understanding the causes of challenging behaviour

• To consider the evidence-based rationale for practice in the setting

• To develop understanding of a cycle of motivation


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Session outlinePrevious session Review of work-based activities

10 minutes

Overview10 minutesResponding to behaviour in the context of a setting that includes BESD childrenDiscussion of the preparatory reading and activity

Activities 1 hour 45 minutes1. Establishing and sustaining a climate topromote good behaviour for learning2. Responding to challenging behaviour3. Behaviour change – beliefs and practice4. Overcoming barriers to change

Reflective log Selecting work-based activities

20 minutesForward look 5

minutesTotal time 2 hours 30 minutes


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Activity 2

Behaviour change

Beliefs and practice


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What facilitates behaviour change?Research (e.g. DfES Research Report 456) has clearly demonstrated

that behaviour change is facilitated when settings:

• are clear about their purpose and vision

• have a shared understanding of ‘why we do what we do’

• offer an environment that supports behaviour change (including adult modelling and opportunities to practise and reinforce skills, with adult scaffolding in a safe environment)

• offer explicit and structured proactive curriculum-based work on developing the skills, knowledge and understanding to develop effective social and emotional skills

• individually negotiate support and differentiation of the behaviour policy where necessary, to meet the specific needs of individuals, building on the universal support that is available for all children.


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What do we do to support children in changing their behaviour?

A case study

With grateful thanks to St Werburgh’s School, Bristol


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Whole-school level: A shared vision

Whoever you talk to at St Werburgh’s School, you will hear the words ‘learning to manage our feelings’, ‘making choices’ and ‘taking responsibility’.

Like a stick of rock, the same values and language run through the school wherever you make a cut, whatever lesson you watch or group you talk to.

By St Werburgh’s School, Bristol


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Whole-school level: Policy into practice

Agreed approaches (from INSET with all staff and lunch-time supervisors, and consultation with children and governors)• Class agreements• Signals to hang up to indicate appropriate noise level• Signals to help children manage time • The thinking space

• Peaceful place

• STAR posters (Stop, take a deep breath, and relax)

5 minutes to go – put your thumb up if you think

you’ll be ready to show your talk partner your

work in 5 minutes.



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Whole-school level: the environment• Posters remind children and staff of agreed

approaches…• Photos and celebrations of children using social and

emotional skills, achieving goals, etc. • Thinking spaces/ tables have smooth pebbles, shells,

intricate patterns to colour in, posters about peaceful problem solving, worry boxes and slips for children to use if there has been an incident that has upset them and that needs to be resolved.



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Universal learning opportunities

• A planned and structured social and emotional aspects of learning (SEAL) curriculum

• Taught SEAL sessions in every classroom every week

• All children taught how to manage conflict, calm down, motivate themselves, deal with worries etc.

• Behaviours for learning explicitly taught



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Universal opportunities: reinforcement• Children are encouraged

by all staff to use the strategies they are taught in lessons, e.g. to check their ‘emotional temperature’, to use calming strategies.

• Children stick a photo of themselves onto a picture when they have worked well with a partner, achieved a goal, shared ideas, etc.



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Individual support

• Children negotiate their own behaviour targets from the beginning

• Some children have ‘Calm-down’ cards they can use to leave a situation

• Counselling opportunities• All adults have information and ‘response plans’

for children, where necessary



• Children have access to the ‘Acorn’ room which has personal dolls and a space where children can reflect on their feelings and get themselves back ready for learning. Children are encouraged to develop empathy by standing on a pair of feet and talking about how it feels to be that person.



Egg timers and flowers with pegs encourage children to identify the emotion they are feeling and set a time to be ready to return to class. A set of traffic lights supports the calming down process with colours reflecting emotions.



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Activity 3

Overcoming barriers to change


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Motivational interviewing 1

A cognitive behavioural strategy that aims to develop internal motivation

Internal motivation to change behaviour involves developing:• a sense of competency (I have the skills to do it, self-belief.)• goals (I know what I want.) • self-efficacy (I can make a difference.)• internal locus of control (Attribute own actions as cause of

success or failure, not situation or other people.)

Extract From McNamara, E. (2004) Positive Pupil Management and Motivation: A Secondary Teacher’s Guide, 1st edition, David Fulton Publishers. Used with kind permission.


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Motivational interviewing 2

• Which bit of behaviour change does it address?• Deciding you want to change• Translating the commitment into successful

action



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The five stages of change

• Pre-contemplative• Contemplative• Determination• Action (maintenance)• Relapse



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The pre-contemplative stageCharacteristics • Lack of knowledge, awareness, concern • Overwhelmed, given up on possibility of change • Hostile and resistant (but underneath scared and insecure) • External attribution of problem • Behaviour is meeting child’s needs (e.g. for peer group

approval)

Aims• To increase knowledge, awareness• To move on to next stage • To build relationship



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The contemplative stageCharacteristics

• Considering pros and cons• Willing to acknowledge and consider problem• Changes may be considered desirable and beneficial Aims • To increase feelings of self-efficacy • To increase internal attribution• To elicit self-motivational statements:

– Problem recognition: ‘I guess I have a problem.’– Expression of concern: ‘The way I am gets me into trouble.’– Intention of changes: ‘I would like to do it differently.’– Optimism about change: ‘Maybe I can do it differently.’



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The determination stage

Characteristics • Child is ready for and committed to action

• This may not be a stable state

• Commitment and enthusiasm cannot make up for a lack of

skills

Aims• To arrive at a do-able action plan

• To anticipate obstacles and think through how they might be overcome

• To maintain self-belief and optimismExtract From McNamara, E. (2004) Positive Pupil Management and Motivation: A Secondary Teacher’s Guide, 1st edition, David

Fulton Publishers. Used with kind permission.

© Crown copyright 2009

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Documents

NPSLBA study topic 8g: Responding to behaviour