With X it was agreed from outset with both the parents and educational psychologist and SENCO that X would need some restraining for his own safety and that of others. It also highlights to Mum and the Class Teacher any further issues or if goals need to be changed.
X also takes part in an after school club which helps him to socialise further with his peers in a supportive environment and although I attend this is largely to support communication.
It is important to establish any difficulties they are experiencing and how they think that other children may view their actions. They should be shown that there are other choices, there is always another option or route that could be taken.
As his communication is also limited, mostly a thumbs up or smile is enough to show him that he is on track. If it is not yet earned he will be given a visual reminder of the expectation and then shown the card for the reward.
In all cases I have found the best thing to do is to allow the child including X to calm down before talking to them.
I also notify her of what rewards have been given or if necessary how many time out situations have occured.
This will allow a child to learn to deal with different situations. This may or may not include you but you may become involved, by talking to each party to try to understand the problem.
This is particularly important with children who have BESD as they may lack self esteem and confidence. When children experience a delay in their emotional health they are less likely to be able to change from one stage to another. At school we use a card system that is in three stages, if a pupil gets to the final stage red card in any one day they lose 5 minutes of their golden time reward time on Friday afternoons for each offence.
After each pupil attains 10 star points they are allowed to pick a reward from the boxsuch things as a pencil, pen or rubber are in the box. Children must want to change their behaviour and understand the benefit of the change.
Schools usually have a policy that supports and protects children from bullying. The school received reports from his parents, myself as his support and the class teacher.
Although other children with BESD will display inappropriate behaviour in other ways for example: We should identify a regular time to sit with the child and discuss how they feel about their skills.
If at anytime you are in a situation and you feel at risk you should send for help, although physical restraint can be used when others are at risk from harm.We will write a custom essay sample on Support children and young people’s positive behaviour specifically for you for only $ $/page. particularly for those with emotional and behaviour difficulties.
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TDA Support children and young people’s positive behaviour. Support Positive Practice with Children and Young People with Speech, Language and Communication Needs Outcome1 Understand the concept of positive practice when working with children and young people Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies Providing.
Support behaviour of children and young people CHCCHILDA Questions * Provide instructions in a manner appropriate to the child or young person’s need and /5(1).
Support Children and Young People with Behaviour Emotional and Social Development Needs Essay on Stls Level2 Support Children at Meal and Snack Time Support Children and Young People’s Health and Safety Outcome 1 Know the legislative and policy framework for health and safety Describe how current health and safety legislation.
Support Children and Young People Positive Behaviour Support children and young people’s positive behaviour Supporting children and young peoples positive behaviour.Download