Working One-to-One With a Pupil Who Displays Challenging

Behaviour

Pupil Support Assistant

• Class- Facilitating the effective running of the class.

- Allowing the teacher to teach.

• One-to-one.

Learning Objectives

• Class

• School – SEBD Primary

• Council / Local Authority Education Services

• National - Education (Additional Support for Learning) (Scotland) Act 2004

• Family

Additional Learning Support Needs

• ADHD

• Oppositional

• Physical Aggression

• Low self-esteem

• Learning Difficulty?

Ecologically

Class / School:• Some others are frightened of pupil.• Limited opportunities to interact with others.• Lack of engagement in formal learning.

Family• Family and social work arrangements often need co-

operation of pupil.• Arrangements often hindered or cancelled due to

pupil violence.

Refusal of staff to work

with pupil

ADHD - impulsivity

Peer rejection

Violent and aggressive behaviour

Low self esteem

Limits inclusion and opportunities

Needs to engage more

fully in school

curriculum

Suspensions

Part-time schooling

Lack of literacy and numeracy

skills

Oppositional behaviour

Family and SW arrangements

hindered

Priorities for Intervention

Aggressive Behaviour

• Frustration-aggression hypothesis.

• Zillman’s excitation-transfer theory.

• Modeling.

• Positive reinforcement and attention.

• Time out.

Low Self-Esteem

• Positive reinforcement.

• Remind pupil of targets and expectations.

• Graduated exposure to group and social situations – facilitate integration.

• PSE work - self awareness- personal and interpersonal relations.

• Use strengths.

Engage in School Curriculum

• One-to-one support.

• Remind of tasks and expectations – flexibility.

• Positive reinforcement.

• Dopamine and motivation relationship.

Evaluation

Priority Target Area• Reduce aggressive

behaviour.

• Increase self-esteem.

• Increase engagement in formal curriculum.

Outcome• Aggressive behaviour has

reduced – incident forms, complaints, observations.

• Less task avoidance / delay / destruction.

• Increase in appropriate relations within school.

• Limited improvement.

Reflection

Strengths• Patience and persistence. Weakness’• Lack of planning time.Changes• use of visual timetable.• Keep a diary. • use of other specific pupil as a buddy. Future Working Practice• Enquire as to practical strengths before one-to-one work.