Child B was a year 6 child who was referred to our service by a local primary school. He was an academically able child but was finding it difficult to focus in class and was becoming a major disruption to the learning of the other children and himself. His behaviour had become quite unmanageable so the school decided to commission our service as an alternative to a permanent exclusion
We were asked to provide a worker to support B in the classroom and to also take him out of certain lessons with the aim of building up a positive relationship with an adult who could eventually help B to look at, understand and manage his behaviour and the impact these behaviours could have on his own future. It was also deemed that B needed a huge amount of support to help raise his self-esteem, build on his social skills and to try to support and encourage him to build up positive relationships with his peers
At the initial meeting and assessment it was jointly decided by the school, parents and B that we would support him 3 days per week, this would consist of in-class support in the morning, taking him out for lunch where the morning’s lesson would be discussed then depending on how the morning went he would either get a chance to do sports activities such as football, swimming, basketball or finish any work he had not completed during the lesson.
It was also decided that as an incentive there would be a reward system put in place where B could work towards going out on trips of his choice, such as bowling, cinema or rock climbing, these would be offered every 3 weeks if all his targets were met.
These targets included;
- completing work in the morning
- staying in the classroom
- non disruptive behaviour
- trying to build and maintain positive friendships
These targets were assessed on a weekly basis with input from the class teacher, B’s key worker and B himself, all sessions were recorded on a weekly evaluation form where his progress could be recorded and monitored.
Part of the work was to try to help B build and maintain positive relationships with his peers so it was decided we would set up small group games during lunch in which he could participate.
This activity enabled us to help B with issues he had around competition and winning and losing as this is one of the areas he found extremely difficult to deal with, which ultimately had an impact on the way he interacted with his peers.
We also developed strategies around managing in the classroom as it was quite apparent his disruptive behaviour was to do with getting the attention of the other children this would manifest itself in silly noises, shouting out or being confrontational with the teacher, on these occasions it was decided to remove him from the class and getting him to reflect on his actions, a lot of conversations were had about getting positive attention from his peers.