Working one to-one with a pupil who displays challenging
Transcript of Working one to-one with a pupil who displays challenging
![Page 1: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/1.jpg)
Working One-to-One With a Pupil Who Displays Challenging
Behaviour
![Page 2: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/2.jpg)
Pupil Support Assistant
• Class- Facilitating the effective running of the class.
- Allowing the teacher to teach.
• One-to-one.
![Page 3: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/3.jpg)
Learning Objectives
• Class
• School – SEBD Primary
• Council / Local Authority Education Services
• National - Education (Additional Support for Learning) (Scotland) Act 2004
• Family
![Page 4: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/4.jpg)
Additional Learning Support Needs
• ADHD
• Oppositional
• Physical Aggression
• Low self-esteem
• Learning Difficulty?
![Page 5: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/5.jpg)
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.
![Page 6: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/6.jpg)
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
![Page 7: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/7.jpg)
Priorities for Intervention
![Page 8: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/8.jpg)
Aggressive Behaviour
• Frustration-aggression hypothesis.
• Zillman’s excitation-transfer theory.
• Modeling.
• Positive reinforcement and attention.
• Time out.
![Page 9: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/9.jpg)
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.
![Page 10: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/10.jpg)
Engage in School Curriculum
• One-to-one support.
• Remind of tasks and expectations – flexibility.
• Positive reinforcement.
• Dopamine and motivation relationship.
![Page 11: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/11.jpg)
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.
![Page 12: Working one to-one with a pupil who displays challenging](https://reader030.fdocuments.us/reader030/viewer/2022020720/555702f2d8b42a274d8b4a75/html5/thumbnails/12.jpg)
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.