Behaviour Diaries: An Assessment Tool for Supporting Children with Behavioural Difficulties

An Assessment Tool for Supporting Children with Behavioural Difficulties

Sue Gott

• Publisher: Routledge
• Year: 2018
• Print ISBN: 9781138043923
• eBook ISBN: 9781351698863
• Topic: Éducation
• Subtopic: Éducation générale

The invaluable resource provides a sophisticated technique for teachers to observe, assess, plan and evaluate to improve pupil behaviour. The book recognises the diverse demands of the modern classroom and explores ways in which asking the right question can help in the development of effective solutions. This is far more than ticking check lists as it will: develop a more rigorous approach to the tracking and assessment of behaviour related issues; deepen understanding about biological, psychological and social factors influencing behaviour; give examples of reflective and diagnostic practice, informing planning for successful interventions; and explore ways of collecting appropriate information to support requests for interventions from other agencies. The pack includes a CD ROM with reflective tasks, diagnostic tools, illustrative poems and a staff Powerpoint for professional development sessions.

Part One

Reflective Practice and Practitioner Diaries

Introduction: Something Has to Change

This book begins with the premise that, if you have chosen to read this far, you have already reached the decision that ‘something has to change’ about an issue relating to Social, Emotional or Behavioural Difficulties (SEBD) and that you are planning to embark on some method of recording observations in order to bring about the change you desire.

It is also reasonable to assume that you are not merely looking for an ‘off the peg’ set of ‘one size fits all’ photocopier formats or tick charts or yet another behaviour management reward and sanctions system that will transform your class into motivated and independent learners.

Rather, you are looking for some guidance to decide exactly what, or who it is, that needs to change and how it might be achieved.

The term ‘classroom practitioner’ is used throughout the book to refer to all adults working ‘face to face ‘with children in schools, whether in whole-class, small group or ‘one to one’ settings and those charged with the hands-on ‘day to day’ management of such a workforce. The use of the feminine pronoun for adults and the masculine for children in no way suggests that either gender is stereotypical of the role but has been chosen to avoid confusion and the use of ‘he/she’ or ‘him/her’.

Asking the Right Questions

So, it is recognised right from the outset that there are many factors that a classroom practitioner is never going to have the power or authority to change, but the professional tensions arising from the diverse demands of the classroom role are acknowledged. This book explores ways in which asking the right questions can help in the development of effective solutions. ‘Reflective practice’ is a much used term within the practice of the wider children’s workforce. Exploring problems from a range of different perspectives increases awareness of our own assumptions about behaviours (of both children and adults) and school and classroom systems, and enables the classroom practitioner to, ‘respond with a considered and compassionate best next step,’ (Rodgers and Raider-Roth, 2006).

As teachers we try to realise our educational values in practice… Often we find ourselves in situations where it is impossible to realise our values.

(McNiff and Whitehead, 2005)

Does ‘Change’ Always Change the Right Things?

Change has been a constant feature for those of us working in the classroom in recent decades and it is likely to continue as successive government initiatives, from whichever side of the political divide, introduce their versions of the answer to raising achievement. However, the observant classroom practitioner implementing these changes, can hardly fail to notice the significant minority of children for whom ‘nothing seems to work’. Over recent years there have been attempts to tweak curriculum-based literacy and numeracy strategies and the provision of materials designed to teach about how the emotions of the learner are involved in the learning process. Despite these efforts, however, there still exists a significant minority of pupils who leave school minus the tools to cope with the social, cultural and economic complexities of life in the twenty-first century.

So why were these children slipping through the net? That they see the world from a different perspective was obvious, so should we doggedly continue applying the same strategies in the hope that, one day, they would work? Or could we try to gain a glimpse of the world through their eyes and vice versa?

(Chapman, 2002)

How Might this Book Help?

The primary aims of this book are to help classroom practitioners to bridge the gap between behavioural and curriculum-based assessment and the in-school intervention processes involved to provide support for children displaying SEBD by:

• developing a more rigorous approach to the tracking and assessment of behaviour-related issues underpinned by theory and research

• deepening understanding about biological, psychological and social factors influencing behaviour

• giving examples of reflective and diagnostic practice informing planning

• exploring ways to collect appropriate information to support requests for intervention from other agencies and the need for a shared vocabulary.

Research and Reflection

The classroom practitioner considering the use of a behaviour diary as a tool for effective change, is setting out on a journey of practitioner research and reflection, however small. This book aims to guide you as you structure the planning of your project, even if it involves only you working with one child, with equal rigour to that which you might apply to the design and planning of a curriculum intervention project. It would be unrealistic to expect every practitioner to become an expert in behavioural issues or to carry out specialised therapeutic interventions, and this is highlighted at several points throughout the book, but it is a very long journey between the first inkling that something isn’t quite right about the way one child approaches learning or relationships, referral for formal assessment and special provision.

Several ‘gaps’ are explored throughout this book:

• Theory as a purely academic concept is not always lived out as theoretical principles in the classroom to ensure objective observation, assessment, intervention and evaluation.

• The demands of statutory requirements about the curriculum do not always sit comfortably alongside issues such as inclusion and the realities of classroom management.

• Tensions arise from the differing perceptions of classroom practitioners and educational, psychological and neurological researchers about what is ideal and what is realistic in the classroom and understanding about when the time is right to call in the ‘outside professional’.

• There is a need for a common vocabulary within school and between professionals from the wider children’s workforce.

Professional Judgements

Consider the professional judgements involved when there is some concern that things are not going as well as would normally be expected with a curriculum-based issue, a process undertaken with almost a ‘sixth-sense’ by most classroom practitioners. We could refer to professional judgements in any curriculum subject but parallels with teaching and learning in maths are highlighted at intervals to ensure that a similarly rigorous process is applied when thinking about emotional and behavioural issues. To identify and address misunderstandings about, for example, the basic mathematical concepts upon which the rest of the numeracy curriculum will be laid, the process involves:

• observation

• assessment, drawing on the classroom practitioner’s subject content knowledge

• planning for intervention or differentiation

• evaluation of the intervention.

Each stage is necessary in order to inform the subtle nuances of planning for differentiated groupwork within the classroom setting and to identify the stage at which in-school, intensive interventions might be appropriate. Carefully designed objectives are planned to guide the child through individually tailored steps towards improved understanding and to restore his self-confidence in tackling mathematical tasks. A deficit model, showing only what the child cannot do, would not be appropriate; on the contrary, careful analysis of what the child can do and his existing understanding would form the basis of intervention, building from where the child is at with a clear vision of the targets to be reached.

However, when it is a behavioural issue that is impacting on relationships and learning, a ‘one size fits all’ behaviour management system is often the only tool in the classroom practitioner’s armoury until disruption reaches a level at which maintenance of an effective learning environment is affected. All too often it is only at this point that rigorous observation, assessment and carefully planned differentiated intervention is deemed appropriate. It may be that classroom practitioners lack confidence when dealing with SEBD because, ‘issues of definition, diagnosis and prescription have tended to be seen as the province of… outside professionals,’ (Peagam in Farrell, 1995).

Whereas an ‘outside professional’ would probably not be called upon to assess the child struggling with a mathematical concept until all in-school interventions had been tried and evaluated, it is often the case that systematic observation of behaviour only takes place to build up a body of evidence to present to an ‘outside professional’ in order to secure additional funding and support rather than to inform planning for in-school interventions and to improve classroom practice. The deficit model often prevails, leading to recording of what the child is doing ‘wrong’ or what is ‘unacceptable’ but clear and systematic observation and recording of what the child can do, what supports improvement in behaviour is scant. Without clear definition of ‘where the child is at’ it is hard to imagine how a professional can begin to identify clear targets and strategies to aim towards those targets. Farrell (1995) suggests that definitions of SEBD depend to a great extent on our perceptions of what is normal and acceptable behaviour. In no way does this book advocate that the classroom practitioner will be able to diagnose and solve every behavioural problem without the support of ‘good quality specialist advice’ to remove barriers to learning (DfES, 2004b). However, there is much that could be improved in the diagnostic nature of in-school interventions and in the gathering of data to pinpoint when it is necessary to involve professionals from the wider children’s workforce.

I would suggest that teachers should be diagnostic in the sense that they are able to employ profession-specific knowledge and expertise in order to recognise, describe, understand and explain their practice… to interpret that diagnosis in order to form expert professional judgements to further the wellbeing of their clients.

(Tripp, 1993)

Reflective Practice?

‘Reflective practice’ has become a commonly used term but what does it actually look like and how can ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Acknowledgements
• Part One: Reflective Practice and Practitioner Diaries
• Part Two: Which Type of Diary?
• Part Three: Case Studies
• Part Four: Professional Development