evidence based behavioural support (post-primary)
TRANSCRIPT
Evidence Based Behavioural Support(Post-Primary)
Evid
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rt Working together in the
workshops will involve…Confidentiality
ParticipationContributing to group learning
Asking questions/clarifying issuesTaking responsibility for your own learning
Please check that your phone is offfor the duration of the workshop
Evid
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rt Structure of Workshop
Evid
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rt What is Evidence Based Practice?
Evidence based practice is a combination of practitioner
expertise and knowledge of the best external research, and
evaluation based evidence.
It involves a careful, clear and thoughtful use, of up-to-date
evidence when making decisions about how to work.
Finding out what works, and ensuring that the interventions we and others make in children’s lives are as good
as they possibly can be.
(Lloyd, 1999)
Evid
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rt The key criteria that a teacher considers
when engaging in evidence based practice:
1.Evidence Based Theory
2.Practitioner skills, qualities and knowledge
3.Programme and Practitioner Fidelity
4.Clear Eligibility Criteria
5.The Best Research Evidence Base
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Evid
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rt “To be able to be effective in the management of
individual behavioural challenges in your class you must have clear and consistent
rules and routines that are known to all”
PMI - Plus Minus Interesting
One key point per heading from each groupwill be needed for feedback
Encourages thinking at the upper end of Blooms Taxonomy.Linked to Yellow, Green and Black Hats of de Bono.
PlusPoints to support this
statement
MinusPoints that challenge
InterestingOther aspects of
statement
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Evid
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How do you plan for positive learning behaviour in your classroom?
• Target setting • Social skills needed • Rule reminders in plan • Developmentally
appropriate sanctions • Encouragement • Class goals • Notice and record effort• Observation of identified
students
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Behavioural Differentiation
Should all students be responded tothe same way all the time?
Evid
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rt Behaviour and Learning in Schools
Support for Behaviour
NEPS Model Classroom Support
School Support
SchoolSupport
Plus
Evid
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rt National Behaviour Support Service
www.NBSS.ie
Evid
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rt Behaviour and Special Needs
Cognition and Learning difficulties
Behavioural and social difficulties
Communication and Interaction Difficulties
Dyslexia Oppositional Defiant Disorder Autism
Developmental Coordination Disorder
(Dyspraxia) Conduct Disorder Asperger Syndrome
Dysgraphia Obsessive Compulsive Disorder
Attention Deficit Hyperactivity Disorder
Dyscalculia Tourette’s Syndrome
There is less likelihood of behavioural challenges in these areas, but they can have needs in more than
one area.
In both of these categories behavioural needs will impact on learning. The level of intervention will depend on the student. The recommendations of any reports are very
important to integrate into your planning
Evid
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rt 2-Oak
Each group will discuss the four students in the group provided.
There is a mix of students in the group and we would like you to discuss the students and what their
behaviour needs are…
What grouping would you consider them to be in?
Evid
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rt Grouping the students for
Behavioural Interventions
What are the factors that we would use to determine if students are part of :
• Most / Level 1 • Some / Level 2 • Few / Level 3
Pick the student that falls in to the FEW category and discuss feedback main observations to the whole
group.
Moving Debate
Most SomeFew
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rt Behaviour 321
3: Behaviours that I have difficulty responding to from2-Oak or a particular class
2: Interventions that work for me and I find useful
1: Goal I set for myself for developing my behaviour management skills.
Evid
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rt What else could I try?
The least intrusive intervention is always the best
Look at the list of possible interventions in your NQT booklet
•What could you try?
•What have you not heard of before?
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Low Level Behaviour Management Skills
Bill Rogers
Evid
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rt What to do?
In each of the case studies look at the behaviour and plan some responses that will assist the
student in learning the skills to “do” the behaviour.
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rt What to do? What skill do they need to learn
and how are you going to teach it? 1. When asking a student /child for their homework, they become
agitated and they tell you to F**k O**…
2. You walk into a class where there are two students/children are fighting…
3. You have to repeatedly ask a student/child to stay on task in class, and they become challenging when corrected…
4. A student /child tells you in class that you are not a good teacher and that they don’t want to be in this class…
5. A student’s/child’s phone rings in class and they won’t hand it up…
6. A student/child walks out of class following an instruction…
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rt How do we notice effort?
Evid
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rt Core Messages?
1. What are the core messages from the workshop?
2. What is your key learning, what will you try and use?
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rt Support and Resources
Students and Parents
School: Principal, Mentor, other staff
National Education Psychological Service (NEPS)
National Behaviour Support Service (NBSS) www.nbss.ie
Special Education Support Service (SESS) www.sess.ie
Professional Development Services for Teachers (PDST)www.pdst.ie
Evid
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rt Additional Support Professional Support GroupsNIPT School Support Service
www.teacherinduction.ie
Contact the [email protected]
Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC
To ask for support is a sign of strength…