2. Using a developmental approach to understand behaviour
“Act your age!”
Using a developmental approach to understand behaviour

3. What is Fagus? A Framework for Emotional and Social Development
Developmentally sequenced framework of typical behaviour clarifying a child’s strengths and difficulties across social and emotional functioning
Supports goal setting towards a better future.
Allows schools to monitor social and emotional progress much in the same way as they monitor academic progress.
Principally developed for children with attachment and developmental trauma-related difficulties

4. Three Key Aims
1. Improve knowledge and understanding in school relating to children’s emotional and social development. 2. Help teaching staff to apply this understanding to set developmentally appropriate goals for pupils in emotional and social domains. 3. Provide a framework to monitor emotional and social development.

5. Fagus Materials 13 Developmental Guides
Online Developmental Checklist Tool
Developmental Profiles

6. Developmental Guides Each guide contains:
Introduction to the domain, defining any key terms
A Developmental Map which describes commonly seen developmental progression within that area between birth and 19 years. Split into 4 main developmental ranges:
Infancy years
Early childhood 2-7 years
Middle childhood 7-11years
Adolescence years
-       Early adolescence years
-       Middle adolescence years
-       Late adolescence years

7. Emotional & Social Domains Social & Emotional development is described in 13 areas

8. Online Developmental Checklist Tool
A quick reference tool to identify whether a child is demonstrating the behaviours associated with a particular age range within an emotional/social domain.
A quick method to identify a child’s development in each emotional/social domain.
The information from the Developmental Checklists can be collated to create a Developmental Profile for the child, approximating their development across each emotional and social domain.

9. Example Developmental Profile

10. Another example profile.

11. Pupil A, 7 years
Pupil B, 12 years
Pupil C, 11 years
Pupil D, 14 years

12. Setting Goals
The Developmental Guides can be used to establish a child’s progress and determine whether the child is behaving in a way which is characteristic of their age.
Teaching staff can identify which behaviours a child is failing to demonstrate and what they would like to improve.
Using this information they can set a goal for the child, based on what would be expected to happen next in typical development.

13. Setting Goals The goal setting process involves the following stages:
Determine the emotional/social area/s that the child struggles with and prioritise
Use your checklist results and, if necessary, the guide to pinpoint their current development in that area
Set a general objective
Set a SMART goal.

14. Setting Goals…. ….some examples

15. Review: December ‘15 Area of need Objective SMART goal Goal achieved?
Self-control
To develop Harriet’s attention and listening skills.
Harriet listens to instructions at the start of the day without interrupting. She does this for 1-2 minutes.
To develop Harriet’s turn taking skills.
Harriet takes her turn in a 3 player game with minimal prompting from staff. She does this 50% of the time.

16. Review: December ‘15 Area of need Objective SMART goal Goal achieved?
Self-control
To develop Harriet’s attention and listening skills.
Harriet listens to instructions at the start of the day without interrupting. She does this for 1-2 minutes.
Yes – expected outcome.
To develop Harriet’s turn taking skills.
Harriet takes her turn in a 3 player game with minimal prompting from staff. She does this 50% of the time.

17. Review: July ‘16 Self-control
Area of need
Objective
SMART goal
Goal achieved?
Self-control
To further develop attention and listening skills.
Harriet continues to listen for 1-2 minutes and also is able to listen to additional instructions or support when needed during lessons 50% of the time.
Coping
To be able to direct herself to a calming place or activity from options presented to her.
Harriet independently chooses a calming activity or place to calm down 50% of the time when she is anxious or angry.

18. Review: July ‘16 Self-control
Area of need
Objective
SMART goal
Goal achieved?
Self-control
To further develop attention and listening skills.
Harriet continues to listen for 1-2 minutes and also is able to listen to additional instructions or support when needed during lessons 50% of the time.
Yes – expected outcome
Coping
To be able to direct herself to a calming place or activity from options presented to her.
Harriet independently chooses a calming activity or place to calm down 50% of the time when she is anxious or angry.

19. Socialisation, Language Development
Goal review: February 2016
Area of need
Objective
SMART goal
Goal achieved?
Socialisation, Language Development
For CHILD to acknowledge the speaker when he is being addressed.
CHILD gives a verbal response when addressed by an adult. He does 75% of the time with little adult support.
Yes – expected outcome.
Goal review: April 2016
Area of need
Objective
SMART goal
Goal achieved?
Socialisation, Language Development
For CHILD to acknowledge the speaker when he is being addressed.
CHILD gives an agreed non-verbal response when addressed by an adult. He does this with adult support 50% of the time.
Yes – better than expected outcome. He does this 75% of the time and uses increasing verbal means to indicate he is aware that he is being addressed, with adult support. This has been hugely significant for his interactions with adults; we will develop this further next half term.

20. Awareness and Understanding of Others
Goal review: April 2016
Area of need
Objective
SMART goal
Goal achieved?
Awareness and Understanding of Others
For CHILD to develop an awareness of others’ actions and motivations.
During morning review time CHILD identifies one positive/negative thing he has seen somebody else do and explains what he thinks their motivation was.
Yes – expected outcome
Self-Control
For CHILD to develop his attention and listening skills.
CHILD continues to listen at the start of Literacy and Maths for 1-2 minutes. He also listens for 1-2 minutes during Topic in the afternoon lesson.

21. Effects go beyond the individual:
Child 1 - frequently clashing with teaching staff as it appeared that he was being non-compliant.
Fagus checklist showed weakness in Self-Awareness and Socialisation.
Goal set to use agreed non verbal signal to indicate he had heard what was being asked, this then established when he genuinely hadn't heard as opposed to was refusing a request.
Moved from non- verbal to verbal.
Significant impact in the classroom and also with his peers for whom he had not responded. Child became more self aware and all social relationships improved.

22. Benefits for schools
Facilitate the emotional and social development of pupils who are developmentally behind
Enhance access to learning by attending to emotional and social needs
Develop emotional and social wellbeing and academic progress
Gather additional data about progress
Support teaching practice by furthering understanding of emotional and social development

23. Testimonials “The Fagus materials are incredibly useful.”
“The checklists are a very powerful tool… they highlight extreme gaps in development.”
“The checklists are brilliant to set specific, realistic, measurable goals.”
“I wouldn’t have set a goal which is so measurable without the checklists.”
“Without the booklets I wouldn’t have been able to set such a specific goal which was developmentally appropriate.”