Support positive behaviour
Try these ideas for de-escalating difficult situations and supporting ākonga to make good choices with their behaviour
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Consider using a functional behavioural assessment
Consider using a functional behavioural assessment
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Consider multiple approaches
Consider multiple approaches
- Create opportunities for ākonga to take the lead using their strengths and interests.
- Help ākonga to develop a strong sense of identity and be knowledgeable about their specific learning needs and abilities.
- Consistently teach and reinforce classroom and playground rules.
- Take opportunities to give specific positive feedback about attempted tasks that meet achievement goals.
- Consider short term contracts to achieve learning goals and task expectations. Negotiate these with the learner.
- Give choice within set alternatives, starting with one out of two possible choices.
- Develop cues individually with the learner that will signal such things as when they need to refocus or take a break from a task or situation.
- Teach organisation skills.
- Teach coping skills.
- Teach self-management skills, including alternative ways to achieve goals, managing anger, problem-solving, asking for help, and finding a safe place or person.
Anticipating difficult times
Anticipating difficult times
- Recognise, remove, or minimise things that can cause distress.
- Give clear and consistent instructions and approaches to work.
- Give reminders about self-management strategies, such as taking a break.
- Reduce negative behaviour by distracting ākonga or re-engaging them in another activity.
- Check whether medication may be influencing behaviour (it may, for example, have worn off).
- Learn to recognise signs that a learner’s behaviour is escalating, use verbal messages or cues to help calm them, and alternative calming activities.
- Ignore minor examples of poor behaviour, especially if the learner is following instructions.
- Stand in close proximity to the learner as a way of moderating off-task activities.
Managing difficult times
Managing difficult times
1: Make changes around the things that set off such reactions
- Remove objects that may distract the learner.
- Change the time, location, or duration of activities if these factors are viewed as influencing difficult behaviour.
- Redirect the learner to another activity they enjoy.
- Remove unnecessary demands or requests.
- Change where the learner sits.
- If the learner is taking medication, check that it has been given/taken when it is required.
2: Interrupt the build-up
- Move closer or move away as appropriate, stand side on rather than face-on.
- Give instructions that the learner is more likely to follow.
- Remind them of any self-management strategies they know.
- Cue them to take a break or to monitor and recognise the beginning of a build-up.
- Facilitate relaxation.
- If the learner is taking medication, check (in private) if medication was taken.
Useful resources
Useful resources
De-escalation plan
This is an example of a collaborative plan for managing and reintegrating ākonga back into learning when they have been escalated.
Publisher: The Education Hub
Next steps
More suggestions for implementing the strategy “Support self-regulation and positive behaviour ”:
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How to use this site
Guide to Index of the guide: ADHD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
- Support focus
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- Support positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13