BehaviourPolicy
PolicyNumber
Created
LastReviewed
ToBeReviewed
Owner-Name
014001.4
September2014
December2015,Jan2016JaredBubb
December2016
JenniferGill
Owner-JobTitle
HeadTeacher
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Acorn Park School is an independent school which provides an appropriate education for primary
and secondary-aged children who hold a Statement of Special Educational Needs for Autism and
associated social and communication difficulties. This will include children and young people with
moderateorseverelearningdifficultiesandchallengingbehaviour.
The school is committed to providing a safe environment for children and this policy is compliant
withnationalandlocalguidanceandcompatiblewiththeschool’sSafeguardingandChildProtection
PolicyandProcedures.
Thenatureoftheirdisabilitymeansthatchildrenandyoungpeoplewithautisticspectrumdisorders
maynothavesufficientunderstandingorawarenessthatcertainbehavioursdirectedtowardsothers
maybeundesirableorthattheymightbeconstruedasbullyingorchallenging.Similarly,children
with autism who are the recipients of such behaviours may be unable to express or communicate
their aversion to such behaviours or to tell adults. This means that all staff at Acorn Park School
haveadutytonotonlybeawareofsuchbehavioursandofanychildinvolved,butalsotorespond
appropriately to instances of bullying behaviours. Acorn Park School can draw upon skilled and
knowledgeable professionals, including Psychologists, to help devise strategies to manage and
reducebullyingandchallengingbehavioursandtheireffects.
Acorn Park School recognises that the children benefit from adult modelling and guidance in
acquiringandmaintainingappropriatebehaviours.AlladultsencounteredbychildrenatAcornPark
Schoolhaveadutytomodelhighstandardsofbehaviour,bothintheirdealingswithchildrenand
witheachother.Thismodellinghelpschildrentolearn.
AdultsworkingatAcornParkSchoolaimto
•
create and maintain a positive, safe, secure, caring and effective learning environment with
realisticexpectations;
•
develop a moral framework which encourages relationships based on kindness, tolerance,
respectandunderstandingoftheneedsofothers;
•
ensurefairtreatmentforallregardlessofage,gender,race,abilityanddisability;
•
demonstratethatwerecogniseandappreciatetheeffortsandcontributionofall;
•
showthatwevalueallindividuals;
•
encourageconsistencyofresponsetobothpositiveandnegativebehaviour;
•
ensurethattheschool'sexpectationsandstrategiesarewidelyknownandunderstood;
•
encouragetheinvolvementofbothhomeandschoolintheimplementationofthispolicy.
Objectives
AcornParkSchoolrecognisesthatalladultsworkingwithourstudentsmusthaveanunderstanding
ofthenatureofautismandtheconsequencesofautismonsocialbehaviour.
AcornParkSchoolunderstandsthatthebehavioursofchildrenwithautismmayderivefromspecific
functions,e.g.:togetoravoidsocialinteraction,togetoravoidsensoryinput,togetoravoidtasks
and tangibles, to get or avoid control and predictability or could suffer from medical difficulties.
Thesefunctionsarehoweveroftendifficulttoidentifywithoutadetailedanalysisofeachparticular
incident.Behaviourmanagementisundertakenbyskilledprofessionalsfollowinganapproachwhich
takesintoaccountawidevarietyofelementsinvolvedineachstudent’slife,e.g.:communication,
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sensory integration, positive strategies, safe environment, diet, relaxation, functional skills,
differentiatedcurriculum,emotionaldevelopment,selfawareness,leisure,choices,etc.
Challenging behaviours are carefully identified and monitored by staff using incident records.
Student Behaviour Management Plans are specifically designed to prevent and support those
behaviours considered challenging: i.e. aggressive and self injurious behaviour or damaging
property.
TheobjectivesofAcornPark’sbehaviourpolicyareforchildrentodevelop:
• selfconfidence;
• selfregulationstrategies;
• independenceandfunctionalskills;
• socialskillsandsocialbehaviour;
• awarenessofothers;
• aninterestintheiractivities.
Using an individualised person centred approach, Acorn Park School’s focus is on preventing
challengingbehaviourfromarisingi.e.
1.ManagementofPhysicalSettings
Classroom management and teaching methods affect children's behaviour and signal to children
howtheyandtheireffortsarevalued.Relationshipsbetweenteachersandchildren,strategiesfor
encouraging appropriate behaviour, proximity to others, arrangements of furniture, access to
resourcesandclassroomdisplayinfluencethebehaviourofchildrenwithautism.
The visual structure of classrooms and of other physical settings should help to develop
independence and personal initiative. For example, furniture should be arranged to promote ontask behaviour so that specific areas of the classroom are associated with specific work, such as
TEACCH work stations, activities table, circle time area, etc. Materials and resources should be
arrangedsothatonlythoserelevanttotheworkinhandareaccessibletoreduceuncertaintyand
distraction. Displays should be designed and positioned to avoid ‘visual overload’. Pupils’ sensory
needsarealsotakenintoaccount,makingsurethesensoryenvironmentisconducivetolearning.
Teaching methods should encourage active participation, for example through the use of
augmentative communication methods, including the Picture Exchange Communication System
(PECS)andMakatonsigningwhenappropriate.Lessonsshouldalsoaimtodevelopfunctionalskills,
knowledgeandunderstandingtoencouragechildrentowork,playandco-operatewithothers.
2.TheCurriculumandLearning
AcornParkSchoolrecognisesthatanappropriatelystructuredacademiccurriculumcontributeto
effectivelearningandappropriatebehaviour.Thoroughplanningfortheneedsofindividualpupils
and the involvement of pupils in their learning, and feedback, when appropriate, help to foster
appropriatebehaviours.
Lessonsshouldhaveclearobjectivesanddifferentiatedtomeetdifferentabilities.Recordkeeping
andpraisecanhelpprovidefeedbacktothechildrenontheirprogressandachievements,andsignal
thattheireffortsarevaluedandthatprogressmatters.
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3.Reinforcement&Motivators
Acorn Park School emphasises acknowledgement and reward to reinforce appropriate behaviour,
ratherthanfocussingonchallengingbehaviour.Often,studentsbenefitfroma“Iamworkingfor”
system, “First and Then” and/or immediate reinforcement (preferred items such as particular
activitiesortoys).
ManagingInappropriateBehaviour
Acorn Park School is committed to a positive and non-punitive philosophy and adhere to the
guidanceissuedbytheDepartmentforEducationin‘UseofReasonableForce’July2013.
AcornParkSchool’sstrategiesfortheManagementofInappropriateBehavioursrelyonaproactive
approach.OurapproachandtheadoptionofTeamTeachclearlypromotestheprincipleofachild
centred approach and de escalation. Each individual child’s needs are considered and plans
developed (Behaviour Management Plans) that seek to avoid and prevent incidents of challenging
behaviour.
However,itisrecognisedthatgiventhenatureofourpupilsdifficulties,itwillnotalwaysbepossible
to avoid situations where people are at risk of harm, whether it be the child themselves, staff,
parentsormembersofthepublic.
In such circumstances staff are instructed to use Team Teach interventions to manage such
situations. Team Teach is a BILD (British Institute of Learning Disabilities) accredited training
programme.Theschoolhasinplacetrainerswhodelivertrainingtoallstaff.
The interventions used are primarily used to keep people safe. However, there are interventions
usedthatinvolvephysicalmanagementofpupils.
Generally the most successful strategy for managing challenging behaviour is to give pupils room
and time to calm. Where pupils are unable to find their own space in which to calm, or will not
followstaff’sverbaldirectiontogotoasafespace,aphysicalinterventionmaybeused.
Theuseofinterventionsisproportionatetoneedandbasedontheassessmentofrisk.Inextremely
dangeroussituationswheretheriskofharmisjudgedtobesignificantstaffmayneedtophysically
restrain pupils. While the principles of Team Teach are applied the interventions taught at the
schoolmaybeinadequateinmanagingthesituationsuccessfully.
Insuchcasesstaffaredirectedtoapplythefollowingprinciples:
• thattheminimumamountofforceisused
• thattherestraintisfortheshortestamountoftime
• thatitisnotintendedtocausepain
• and,thatitisnotusedasapunishment
AllincidentswhichrequirePhysicalInterventionarerecordedusingtheSLEUTHsoftware.
Managingchallengingbehaviour,asstatedearlier,ismostoftenbestmanagedwhenthechildfeels
safeandsecure.Thisisgenerallywithinaquiet,stimulusfreeenvironmentwherethechildcanbe
alonesuchasacalmroom/safespacewhichisidentifiedforsuchapurpose.
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Monitoring
The Acorn Park School Operations Manager and senior staff monitor the frequency and type of
incidents which occur through regular examination of records kept on the SLEUTH system. The
quality of written entries is also monitored by the senior staff signing off Physical Intervention
recordselectronically.Informationfromthemonitoringprocessisusedtomaintainagoodstandard
andqualityofrecording.Thisinformationisalsousedtoidentifyanystafftrainingissuesoranypupil
specific issues where additional intervention or review of the Behaviour Intervention Plan may be
required
Sanctions
(SeeUseofSanctionsStatementappended)
While the school does not believe in a negative, sanction based philosophy, it recognises that
studentsbenefitfromdevelopingtheirunderstandingofthenaturalconsequencesofbehaviour.For
example;Ifacommunitybasedtripisplannedandapupilisdisplayingchallengingbehaviourwhich
requiresinterventionandtimetocalm,thenaturalconsequencewouldbetomissthetrip(asthe
pupilisnotreadynordisplayingtheappropriatebehaviourtoparticipate).
Communicationandparentalpartnership
Acorn Park School aims to encourage communication within the school and to promote a positive
partnership with parents to promote and maintain appropriate behaviours in their children.
Parental participation in school life assists in the development of positive relationships in which
parentsandtheschoolrespondconsistentlytodifficultissuesofinappropriatebehaviour.Apositive
partnership with parents fosters a common approach to behaviour expectations and consistent
strategiesfordealingwithproblems.ThisisreinforcedthroughsharingPersonalisedLearningPlans.
Appendix.1
UsingSanctionsandPunishmentswithPeoplewithAutism
PeopleontheAutismSpectrumthinkdifferentlyandcanmakedifferentassociationstothosewho
arenotonthespectrum,consequentlythepracticeofusingsanctionsandpunishmentsifoftennot
themosteffectivewayofmanagingchallengingbehaviourswithinthispopulation.
Sanctions and punishments often aim to change behaviour within the immediate context of that
behaviour. Many of the behaviours shown by the person with autism can occur over different
contexts,withdifferingunderlyingreasonsandgiventhewell-researcheddifficultiesthatthosewith
autism have in generalising information, they will find it difficult to associate a sanction or
punishmentthatisimmediate,acrossdifferentcontexts.Consequentlysanctionsandpunishments
areoftennoteffectiveinthelongtermasabehaviourmanagementstrategy.Thepersonmaywell
not associate the sanction or punishment withtheir behaviour at all, consequently only leading to
greaterfrustrationandpossiblyfurtherincidentsofchallengingbehaviour;thuscreatinganegative
cycle of behaviours and possible aggression. Often challenging behaviours can occur when the
individual is in an extremely high state of arousal “fight or flight” and thus any sanction or
punishmentimposedatthattimewillbeineffectiveasthepersonisunlikelytobeinastatetomake
theconnectionbetweenwhattheyaredoingandthesanctionorpunishmentimposeduponthem.
The underlying cause of a person’s behaviour must be analysed in order to put in place any
behaviourmanagementstrategies.Asmanybehaviourshaveanunderlyingcommunicationelement,
imposingsanctionsandpunishmentsmayonlyservetodenythiscommunicationattempt.Research
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andethicalpracticesuggeststhattheuseofpositivebehaviourmanagementstrategiesareoftenfar
more effective in managing and altering behaviours in the long term. It is well documented that
people with autism do not respond well to negative reinforcement; hence clearly conveying
expectations in a way that is understandable and takes account of the person’s cognitive,
communicationandmotivationalneedsismuchmoreeffectivethantellingthepersonwhatheor
shecannotdo.
Sanctions and punishments often reflect the expectations of the social norms of society. As
understanding these norms and picking up on the cues relating to social norms is part of the core
deficitforpeoplewithautism,interventionprogrammesthatteachawarenessandunderstandingof
expectationsarelikelytobemoreeffectiveinthelongterm.
Shouldsanctionsorpunishmentsbedeemedtobeappropriateforanindividual,theyshouldonlybe
introduced as part of a well-managed individualised behaviour intervention plan, and should be
reviewedregularlybytheteamtoassesstheireffectivenessforthatperson.Theaimofbehaviour
interventionplansistoimprovethequalityoflifefortheindividualandifthatisnottheresulting
consequenceoftheplanitshouldbereviewedandamendedaccordingly.
WhilenotusedasasanctionAcornParkSchoolhasaclearlystatedpolicyfortheuseoftimeoutand
calmrooms.
“Any sanction or punishment must be carefully considered in relation to the age of the child or
youngpersonandtheirlevelofunderstandingandawarenessoftheconsequencesoftheiractions
andusedonlyafterotherstrategieshavebeentriedaspartofawiderinterventionpackage”(Linda
Miller(p.77)PracticalBehaviourmanagementsolutionsforchildrenandteenswithautism–the5P
approach)
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