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Managing Challenging Behaviour

Managing Challenging Behaviour. Caroline Currie V.P. Conference 22 nd November 2013. About Riverside. Pupils with severe learning difficulties and PMLD Range of diagnoses - ASD, ADHD, SEBD, Downs Syndrome, sensory impairment, speech and language difficulties, global development delay, etc

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Managing Challenging Behaviour

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  1. Managing Challenging Behaviour Caroline Currie V.P. Conference 22nd November 2013

  2. About Riverside Pupils with severe learning difficulties and PMLD Range of diagnoses - ASD, ADHD, SEBD, Downs Syndrome, sensory impairment, speech and language difficulties, global development delay, etc Total of 48 pupils ranging from 4 – 19 years old

  3. Role in School

  4. Role in School Key Stage 1 teacher Designated teacher for Child Protection Member of school Behaviour Management Team Vice Principal

  5. Challenges

  6. Challenges Pupils’ needs are ever changing! Pastoral care for pupils and staff Personal values, experience, skills, personalities, home situation, attitudes, etc Time to record

  7. Overcoming Challenges Knowing pupils and building respectful, positive relationships Supportive role Staff development, sharing information School Behaviour Management Team

  8. Outside Agencies Children’s Challenging Behaviour Service (CCBS) Social services Therapists Clinical Psychology

  9. Case Study: Previously Behaviour classes – Junior/ Senior Small number of pupils Range of behaviour management strategies implemented e.g. Team Teach Limited opportunities for integration High risk

  10. Case Study Behaviour Management included on SDP Action plan developed Staff training provided and resources produced Develop confidence and skills

  11. Case Study: Sam Behaviours – physical aggression, verbal outbursts, property destruction, absconding, urinating, threats, swearing Class of 3 pupils: 2 staff Reduced school day, time out, reduce distractions, quiet room

  12. Case Study: Sam Risk assessment/ positive behaviour plan Gradual integration into KS2 classroom Structured, varied timetable High levels of visual strategies and support Positive approaches to challenging behaviour

  13. Our Focus

  14. The reason we do it!

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