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Priory School: Managing behaviour as positive communication

Principal focus of the project

This project focused on a single learner with SEND, and began by establishing what they were trying to communicate through their behaviour using functional analysis and behaviour programmes (part of the associated documents in the resource). They then sought to replace this challenging behaviour with less harmful means of communication. A 'passport' for the learner was created that provided teachers and assistants with his communication style as a result of his disabilities, and what these disabilities are. The staff members used the associated documents to complete a tracking sheet, functional analysis form, risk assessment profile, and a positive behaviour programme to reduce incidences of challenging behaviour and provide calming techniques to staff.

Areas of learning
What is this about and what were the main findings?

The behaviour programme is a live working document, and so continues to evolve and improve as the learner's behaviour changes. Following incidents of challenging behaviour, the programme was updated which has prevented other learners and staff from being at risk, and prevented negative behaviours from becoming embedded in learner behaviour patterns. Data was gathered from participants/observers and interviews/surveys. 

Settings
Number of participants who worked with the project
0-5
Learners
1
Organisations
N/A
Staff
Name(s) of authors

Priory Park School

Summary

A case study and associated resources exploring the impact of transforming challenging behaviour into effective communication, and seeing challenging behaviour in learners with SEND as an attempt to communicate.