1. Evidence Based Behavioural Support (Post-Primary)

2. Evidence Based Behavioural Support Working together in the workshops will involve… Confidentiality Participation Contributing to group learning Asking questions/clarifying issues Taking responsibility for your own learning Please check that your phone is off for the duration of the workshop

3. Evidence Based Behavioural Support Structure of Workshop Evidence Based Practice Behaviour and Classroom Management Interventions Scenarios Celebrating Effort /Achievement

4. Evidence Based Behavioural Support What is Evidence Based Practice? Evidence based practice is a combination of practitioner expertise and knowledge of the best external research, and evaluation based evidence. It involves a careful, clear and thoughtful use, of up-to-date evidence when making decisions about how to work. Finding out what works, and ensuring that the interventions we and others make in children’s lives are as good as they possibly can be. (Lloyd, 1999)

5. Evidence Based Behavioural Support The key criteria that a teacher considers when engaging in evidence based practice: 1.Evidence Based Theory 2.Practitioner skills, qualities and knowledge 3.Programme and Practitioner Fidelity 4.Clear Eligibility Criteria 5.The Best Research Evidence Base

6. Evidence Based Behavioural Support Classroom Management Actions to support learning and behaviour for the full class Behaviour Management Interventions and actions to support learning for the individual or small group

7. Evidence Based Behavioural Support “To be able to be effective in the management of individual behavioural challenges in your class you must have clear and consistent rules and routines that are known to all” PMI - Plus Minus Interesting One key point per heading from each group will be needed for feedback Encourages thinking at the upper end of Blooms Taxonomy. Linked to Yellow, Green and Black Hats of de Bono. Plus Points to support this statement Minus Points that challenge Interesting Other aspects of statement

8. Evidence Based Behavioural Support Classroom Management Rules & Routines Shared Expectations Social Skills & Strengths Encouragement, Celebration & Reward

9. Evidence Based Behavioural Support Planning in context Step 1 School and National Level Subject Specific Planning Step 2 Subject Department Level Class Planning Checklist Step 3 Individual Class Level How do you plan for positive learning behaviour in your classroom? Target setting Social skills needed Rule reminders in plan Developmentally appropriate sanctions Encouragement Class goals Notice and record effort Observation of identified students

11. Evidence Based Behavioural Support Behavioural Differentiation Should all students be responded to the same way all the time?

12. Evidence Based Behavioural Support Behaviour and Learning in Schools Most Some Few Support for Behaviour Low support needs Extra support High support needs NEPS Model Classroom Support School Support School Support Plus

13. Evidence Based Behavioural Support National Behaviour Support Service www.NBSS.ie

14. Evidence Based Behavioural Support Behaviour and Special Needs Cognition and Learning difficulties Behavioural and social difficulties Communication and Interaction Difficulties Dyslexia Oppositional Defiant Disorder Autism Developmental Coordination Disorder (Dyspraxia) Conduct DisorderAsperger Syndrome Dysgraphia Obsessive Compulsive Disorder Attention Deficit Hyperactivity Disorder DyscalculiaTourette’s Syndrome There is less likelihood of behavioural challenges in these areas, but they can have needs in more than one area. In both of these categories behavioural needs will impact on learning. The level of intervention will depend on the student. The recommendations of any reports are very important to integrate into your planning

15. Evidence Based Behavioural Support 2-Oak Purple Blue Green Yellow Orange Red Each group will discuss the four students in the group provided. There is a mix of students in the group and we would like you to discuss the students and what their behaviour needs are… What grouping would you consider them to be in?

16. Evidence Based Behavioural Support Grouping the students for Behavioural Interventions What are the factors that we would use to determine if students are part of : Most / Level 1 Some / Level 2 Few / Level 3 Pick the student that falls in to the FEW category and discuss feedback main observations to the whole group. Moving Debate MostSomeFew

17. Evidence Based Behavioural Support Behaviour 321 3 : Behaviours that I have difficulty responding to from 2-Oak or a particular class 2 : Interventions that work for me and I find useful 1 : Goal I set for myself for developing my behaviour management skills.

18. Evidence Based Behavioural Support What else could I try? The least intrusive intervention is always the best Look at the list of possible interventions in your NQT booklet What could you try? What have you not heard of before?

19. Evidence Based Behavioural Support Blocking & Partial Agreement “Maybe so, but I need you to…”Direct questions - what, when, where, howChoices - direct or deferredBehaviour Sandwich, positive and behavioural direction and thank you Distraction - redirect Rule Reminder - “what is our rule for……? “Behavioural Direction - “ I need you to face forward and listen, thank you”Incidental Language - “ Right now, we all are working on question two”Take up time - Thank youNon Verbal CueTactical Ignoring - Pausing Low Level Behaviour Management Skills Bill Rogers Low Level Behaviour Management Skills Bill Rogers

20. Evidence Based Behavioural Support Behaviours Bad languagePhone Leaves the room Off task Rude – Personal Fighting What to do? In each of the case studies look at the behaviour and plan some responses that will assist the student in learning the skills to “do” the behaviour.

21. Evidence Based Behavioural Support What to do? What skill do they need to learn and how are you going to teach it? 1.When asking a student /child for their homework, they become agitated and they tell you to F**k O**… 2.You walk into a class where there are two students/children are fighting… 3.You have to repeatedly ask a student/child to stay on task in class, and they become challenging when corrected… 4.A student /child tells you in class that you are not a good teacher and that they don’t want to be in this class… 5. A student’s/child’s phone rings in class and they won’t hand it up… 6.A student/child walks out of class following an instruction…

22. Evidence Based Behavioural Support How do we notice effort? How do you notice effort/ achievement in your students? Why is it important to notice effort? How does your school notice and celebrate effort/ achievement?

23. Evidence Based Behavioural Support Core Messages? 1.What are the core messages from the workshop? 2.What is your key learning, what will you try and use?

24. Evidence Based Behavioural Support Support and Resources Students and Parents School: Principal, Mentor, other staff National Education Psychological Service (NEPS) National Behaviour Support Service (NBSS) www.nbss.ie Special Education Support Service (SESS) www.sess.ie Professional Development Services for Teachers (PDST) www.pdst.ie

25. Evidence Based Behavioural Support Additional Support Professional Support Groups NIPT School Support Service www.teacherinduction.ie Contact the NIPT info@teacherinduction.ie Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC To ask for support is a sign of strength…