Managing Challenging Behaviour Training 28.01.2011

8/6/2019 Managing Challenging Behaviour Training 28.01.2011

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ActivityActivity

Look at the sheet entitled what am ILook at the sheet entitled what am I

thinking?thinking?

Write down possible thoughts that a studentWrite down possible thoughts that a student

of any age may have had upon theirof any age may have had upon their

entrance into school on any given dayentrance into school on any given day


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What are behavioural, emotionalWhat are behavioural, emotional

and social difficulties?and social difficulties?

Behavioural, emotional and social difficultiesBehavioural, emotional and social difficulties

- BESD - is an umbrella term to describe a- BESD - is an umbrella term to describe a

range of complex and chronic difficultiesrange of complex and chronic difficulties

experienced by many children and youngexperienced by many children and young

people. Also known as SEBD or EBD,people. Also known as SEBD or EBD,

recent English government figures suggestrecent English government figures suggest

that around 150,000 children in mainstreamthat around 150,000 children in mainstreamand special school suffer from BESD.and special school suffer from BESD.


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Characteristics of BESDCharacteristics of BESD

The SEN Code of Practice describes BESD as aThe SEN Code of Practice describes BESD as alearning difficulty where children and young peoplelearning difficulty where children and young peopledemonstrate features of emotional and behaviouraldemonstrate features of emotional and behaviouraldifficulties such as:difficulties such as:

being withdrawn or isolatedbeing withdrawn or isolated

disruptive and disturbingdisruptive and disturbing

being hyperactive and lacking concentrationbeing hyperactive and lacking concentration

having immature social skillshaving immature social skills or presenting challenging behaviours arising from otheror presenting challenging behaviours arising from other

complex special needscomplex special needs


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The term behavioural, emotional and socialThe term behavioural, emotional and socialdifficulties (BESD) covers a wide range ofdifficulties (BESD) covers a wide range ofspecial educational needs. It includes childrenspecial educational needs. It includes children

and young people with:and young people with: emotional disordersemotional disorders

conduct disorders/hyperkinetic disordersconduct disorders/hyperkinetic disorders(including attention deficit disorder or attention(including attention deficit disorder or attentiondeficit hyperactivity disorder [ADD/ADHD])deficit hyperactivity disorder [ADD/ADHD])


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Children and young people whose behaviouralChildren and young people whose behavioural

difficulties may be less obvious, for example:difficulties may be less obvious, for example:

those with anxietythose with anxiety

who self-harmwho self-harm

have school phobia or depressionhave school phobia or depression

those whose behaviour or emotional wellbeing arethose whose behaviour or emotional wellbeing are

seen to be deterioratingseen to be deteriorating


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Whether a child or young person is considered to have BESDWhether a child or young person is considered to have BESDdepends on a range of factors, including the:depends on a range of factors, including the:

naturenature

frequencyfrequency

persistencepersistence

severityseverity

abnormalityabnormality

of the difficulties and their cumulative effect on the child orof the difficulties and their cumulative effect on the child or

young person's behaviour and/or emotional wellbeingyoung person's behaviour and/or emotional wellbeingcompared with what might generally be expected for acompared with what might generally be expected for aparticular age.particular age.


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There are different ways people with BESD may expressThere are different ways people with BESD may expressthemselves.themselves.

Personal: they may have low self-esteem, are depressedPersonal: they may have low self-esteem, are depressedor withdrawnor withdrawn

Verbal: they behave in a threatening manner, arguing withVerbal: they behave in a threatening manner, arguing withpeers and carers and swear excessivelypeers and carers and swear excessively

Non-verbal: they will not observe rules, skip school, beNon-verbal: they will not observe rules, skip school, bedisruptive, be aggressive or be violentdisruptive, be aggressive or be violent

Work skills: they will be unable or unwilling to work withoutWork skills: they will be unable or unwilling to work withoutdirect supervision, they struggle to concentrate or completedirect supervision, they struggle to concentrate or completeand follow through on tasks and instructionsand follow through on tasks and instructions


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BESD and learning difficultiesBESD and learning difficulties

Children who suffer from BESD struggle toChildren who suffer from BESD struggle toovercome trust issues which makes formingovercome trust issues which makes formingrelationships with peers and adultsrelationships with peers and adults

incredibly hard.incredibly hard.The nature of BESD means that those whoThe nature of BESD means that those whosuffer from it face barriers in theirsuffer from it face barriers in theireducational and social development, and aseducational and social development, and assuch, in legislative terms, are classed assuch, in legislative terms, are classed ashaving 'learning difficulties'.having 'learning difficulties'.


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Learning difficulties can arise for childrenLearning difficulties can arise for childrenand young people with BESD because theirand young people with BESD because theirdifficulties can affect their ability to cope withdifficulties can affect their ability to cope with

school routines and relationships.school routines and relationships.Pupils with BESD cover the full range ofPupils with BESD cover the full range ofability; however their difficulties are likely toability; however their difficulties are likely tobe a barrier to learning. Learning difficultiesbe a barrier to learning. Learning difficultiesand behaviour difficulties are often in a two-and behaviour difficulties are often in a two-way relationship with each other.way relationship with each other.


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For some pupils, behaviour difficulties mayFor some pupils, behaviour difficulties may

frustrate access to the curriculum, for example iffrustrate access to the curriculum, for example if

aggressive behaviour leads to exclusion fromaggressive behaviour leads to exclusion from

some classroom activities or from the school. Forsome classroom activities or from the school. Forothers, a learning difficulty may lead to or worsenothers, a learning difficulty may lead to or worsen

behavioural and emotional difficulties, for example,behavioural and emotional difficulties, for example,

a child who has difficulty in grasping the basics ofa child who has difficulty in grasping the basics of

literacy or numeracy may withdraw from lessons orliteracy or numeracy may withdraw from lessons ortry to divert attention away from the learningtry to divert attention away from the learning

difficulty by disruptive behaviour.difficulty by disruptive behaviour.


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What causes BESD?What causes BESD?

Underlying reasons for BESD can encompassUnderlying reasons for BESD can encompass

both 'within child' factors and external factors.both 'within child' factors and external factors.

There is not an automatic link between BESD andThere is not an automatic link between BESD and

a specific social factor, however there is evidencea specific social factor, however there is evidencethat prevalence varies according to sex, age,that prevalence varies according to sex, age,

health and income. Incidence of BESD is higher inhealth and income. Incidence of BESD is higher in

socially deprived inner city areas and affects moresocially deprived inner city areas and affects more

boys than girls. Children who have other learningboys than girls. Children who have other learningor development difficulties, such as speech andor development difficulties, such as speech and

language problems are also more at risk.language problems are also more at risk.


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Early childhood experiences can have a majorEarly childhood experiences can have a major

impact on later development, with the lack of aimpact on later development, with the lack of a

positive attachment to an adult being seen aspositive attachment to an adult being seen as

particularly detrimental to some children. Parentsparticularly detrimental to some children. Parentsare the biggest influence on a child's development.are the biggest influence on a child's development.

Social circumstances can also impact onSocial circumstances can also impact on

development. Children who experience familydevelopment. Children who experience family

difficulties, including parental conflict, separation,difficulties, including parental conflict, separation,neglect, indifference or erratic discipline, are moreneglect, indifference or erratic discipline, are more

likely to develop BESD.likely to develop BESD.


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Many children and young people with BESDMany children and young people with BESDare also covered by the Disabilityare also covered by the DisabilityDiscrimination Act 1995 (DDA). There is aDiscrimination Act 1995 (DDA). There is a

broad definition of disability in the DDA:broad definition of disability in the DDA:someone has a disability if they have 'asomeone has a disability if they have 'amental or physical impairment that has amental or physical impairment that has along-term and substantial adverse effect onlong-term and substantial adverse effect ontheir ability to carry out normal day-to-daytheir ability to carry out normal day-to-dayactivities'.activities'.


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ActivityActivity

Have a look around the schoolHave a look around the school

On your return use the observation sheet given toOn your return use the observation sheet given toComment on the following:Comment on the following:

Pupil behaviourPupil behaviourClassroom management and layoutClassroom management and layout

Staff supportStaff support

Behaviour management eg rewardsBehaviour management eg rewards

SanctionsSanctions

Any other observationsAny other observations

Documents

Managing Challenging Behaviour Training 28.01.2011