This assignment will include a case study on “Child X” and will discuss a number of the personal characteristics that influence Child X’s behaviour. I will also demonstrate a variety of practical interventions that are used in my work setting, in which I will be referring to as “School X” to promote positive behaviour in the classroom.
School X is a residential, special school in Wales, which currently provides education to two hundred and thirty two children and young people between the ages of three to nineteen years of age. Currently forty one percent of pupils receive free school meals. Most children attending School X have SEN statements and have a range of needs such as Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties and Autistic Spectrum Disorders (ASD). The school consists of four different departments: Primary, Secondary, Post – 16 and a Centre for Autism which is for pupils from the ages of three to nineteen that have severe autism and complex needs.
Child X is an eight year old girl with ASD and additional learning needs (ALN).  Child X has a Behaviour Support Plan (BSP) and has a medium risk behaviour rating. Child X can be quite anxious, which then results in challenging behaviour such as aggression (hitting, pinching and biting) towards staff members or other pupils. Child X has little speech, however she understands what is being said to her if sentences are kept short and simple. Child X likes routine and has a visual timetable so she knows what to expect each day in school. Child X likes staff company and doesn’t really interact with her classmates, she 
likes to have a member of staff sitting next to her at all times, holding her hand due to her anxiety. Vanderbilt (2003) defines autism as a ‘brain disorder, in which the child fails to develop language and normal social interaction skills. Withdrawal from social contact and aberrant behaviour are common’.
A significant number of pupils (including Child X) at School X find it challenging managing their behaviour. Therefore the school setting has a behaviour management programme to assist in the improvement of pupil communication, behaviour and independence. To ensure a consistent approach across the school, all staff have received mandatory training in behaviour management using a positive, proactive and “hands off approach”. School X has adopted the PROACT-SCIPr-UK behaviour management system. This system has proactive approaches and strategies in place to support pupils that may display behaviours that have an effect on their learning and safety towards themselves or others. All staff receive annual training to maintain the good practice and protocols related to PROACT-SCIPr-UK.  The setting also uses an online system called Behaviour Watch to record behavioural incidents, in which senior members of staff monitor to analyse any triggers or patterns in the pupil’s behaviour. It is part of the schools Behaviour Support Policy and all staff must know how to log on and record an incident. “Schools that use information systems well are in a good position to analyse patterns of behaviour and take action accordingly” (Ofsted 2005).
“Schools that are pro-active, meaning they pre-empt and prevent negative behaviour are successful” (Watkins, 2011). School X has a consistent pro-active approach to promote positive behaviour, when schools are pro-active they take steps to understand and analyse different patterns in behaviour in school and they try to reduce unwanted behaviour by creating preventative approaches, which are consistent across the school.
Reactive strategies are reactions from teaching and support staff following a pupil displaying a negative behaviour. When teaching staff are reactive they are more likely to react negatively to a pupil’s unwanted behaviour rather than responding positively to positive behaviour. (Watkins, 2011).
If schools have a reactive approach then they are less effective in managing child behaviour than schools using proactive strategies. (Clunies-Ross et al, 2008).
Watkins (2011) states “schools that generate a climate of conflict, with severe punishment and a sense of constant tension, or schools that generate a libertarian climate with low severity of punishment and a lack of self direction are both linked with high levels of misbehaviour” 
The Incredible Years (IY) Programme is a whole school initiative used in School X to encourage emotional and social competence as well as the prevention and reduction of aggressive behaviour and emotional problems in children and young people. “IY interventions aim to reduce the occurrence of oppositional and aggressive behaviours, which may result in the development of later delinquent behaviours” (The Incredible Years, 2013). The Incredible Years programmes and interventions were strongly influenced by Gerald R Patterson’s work on childhood aggression.  His social learning model brings to light how important it is for teachers/support staff and parents to work in partnership to promote positive behaviour in children and young people.
Patterson’s “Coercion Hypothesis” states negative reinforcement may make children’s unwanted behaviours continue and the parents and teachers critical or coercive behaviours, therefore the teaching staff and parents reaction to negative and unwanted behaviours must be changed. This will develop the child or young person’s social competence, enabling them to respond to a range of experiences with emotions in a manner that is socially tolerable and appropriate to the situation resulting in a reduction in aggressive behaviour at school and home. (The Incredible Years, 2013). Teaching staff and parents should give positive attention and praise to positive behaviour and manage negative behaviour with proactive strategies and problem solving.   IY encourages teaching staff and parents to work together in partnership. This means that parents are not only informed of their child’s negative behaviour but also of their achievements and good behaviour. Ofsted (2005) state that a consistent approach at home and school helps to improve pupil’s behaviour. All pupils in School X have home schoolbooks, in which they are written in every day to inform parents what they have done that day, what went well and what was a challenge for the pupil. Although this is an effective way to communicate with the pupil’s parents, sometimes it can be a “one way system” and although staff members write in the book, parents may not reply or acknowledge what was written in the book. This could have a negative impact on the child or young person, as they may feel ignored by their parents resulting in withdrawal or negative behaviour. 
IY interventions are successful in promoting positive behaviour for Child X. Incentives like the IPad and bubbles are used to encourage Child X to complete tasks as well as positive praise, encouragement and attention. If Child X does display unwanted behaviour then staff use a technique called “planned ignoring” as well as redirection and distraction techniques. If Child X becomes distressed, for example, sensory issues or being off timetable and becomes aggressive then staff remain calm and encourage the child to go into “the relaxation room” which is a room attached to the classroom, with calming lighting and a relaxing atmosphere. This is the pupil’s “safe place” and they can stay in there with a member of staff until they calm down. This works particularly well with Child X as she likes the bubble lights. A member of staff may apply deep pressure to Child X as well, in which I will be discussing later on in the assignment.
Another intervention that is successful in promoting Child X to display positive behaviour is the Massage in Schools Programme (MISP). “Peer massage creates opportunities for building positive relationships in the classroom” (Cole et al, 2012). The MISP aim is that all children and young people attending school are introduced to safe touch that is positive and nurturing. It is used across the school and is altered to be suitable for pupils of all ages and needs. The children work together in pairs, with support of staff when needed. Visual prompts are used to teach the children different strokes. The massage is normally carried out whilst a short story is being read to the class, with the different strokes being linked to the story. School X is a Rights Respecting School and MISP supports this initiative as the children are always taught to ask permission before touching each other and it is perfectly acceptable if a child or young person says no. This is giving pupils independence and the responsibility to protect their own rights. If a child does not want to be massaged on that day, they are not made to feel excluded, they are invited to sit and listen to the story whilst watching the massage. Jones (date unknown) states that by just watching the massage will have relaxing affects on the pupil. Cole et al (2012) states massage in the classroom also strengthens emotional attachment between pupils in the classroom, therefore improving social skills. “Since social skills are an important ingredient in life success, we need to make sure that children with ASD acquire these skills or use social rules to compensate for what does not come naturally and as a result lead successful lives”. (Baker 2003)
As well as massage, Child X also receives touch therapy three times a day (morning, after snack and lunchtime). This involves applying deep pressure to Child X’s shoulders and arms, using squeezing techniques and slow strokes down the arms. This has a grounding affect and reduces Child X’s anxiety as well as aiming to increase her attention during teaching time.
“Touch therapy may be beneficial in the reduction of autistic behaviours such as touch aversion, withdrawal and attentiveness” (Vanderbilt, 2003).
In 1997 Tiffany Field led a study on twenty-two children with ASD that were all assigned to touch therapy in the classroom. The results of the study showed an improvement in negative reaction to touch for all children. This result could be due to the fact that the children were having one to one attention and the touch received was more predictable than “social touch” in which the pupils may not be expecting, for example, being “tagged” in the playground or someone trying to grab their hand to show them something. Another result was that the children displayed increased attentiveness in class after their touch therapy.

In my school setting to promote positive behaviour the pupil’s are encouraged to take responsibility for their own behaviour by being given individual rewards. In my class we have a “Helper Heddiw” each day, the pupil who is Helper Heddiw goes to collect the milk, helps handing out snack and helps staff complete different “jobs”. This can promote the child’s self esteem, independence and confidence, which can have a positive effect on their behaviour. All of this is followed by positive praise and reinforcements when they complete their tasks.
“Schools that support pupils well are quick to acknowledge and celebrate pupils achievement and reward systems are applied consistently” (Ofsted, 2005) In School X we have “ Special Mentions” in assembly every week, where one pupil from each class will received an award from the Head Teacher in the whole school assembly. The pupil is praised publicly and the award is sent home for their parents to see. 
Pupils of all ages are given the option to have their voices heard by joining the school council, where they can work with support staff and teachers to discuss what they feel could make the school a better place for themselves and their peers. Watkins (2011) states that schools that engage with students personally and involving them in school life have better behaviour. All of these strategies are in place to promote the CYP’s independence, self esteem and motivation in their school setting. If a CYP feels confident and motivated, this can result in the CYP feeling happier in themselves, therefore reducing negative behaviour. For the younger or less able pupils then their voices and opinions can be heard during circle time. In School X, PSE and circle time are used to develop the pupil’s social skills. Circle time is also a time where children can discuss the classroom rules, where they all work together to come up with their own rules.
To conclude, School X has a whole school, pro-active approach to promote positive behaviour, all staff have received training in behaviour management and monitoring as stated in the school’s behaviour policy. “Schools that adopt and successfully implement a whole school approach to behaviour have the most positive impact” (Estyn, 20)
Positive behaviour is promoted throughout the school setting using IY strategies such as positive praise, positive reinforcement and incentives to encourage pupil’s to display positive behaviour. However, even with the consistent use of IY strategies, due to the needs of some pupils in School X, for example severe ASD, pupils may still display challenging behaviour due to a variety of reasons such as medical problems or sensory triggers, this is where PRO-ACT SCIPr comes into place, where we use a hands off approach to keep the child and others safe. 
The school works in partnership with parents/carers, using home schoolbooks to communicate, informing them of their achievements and awards as well as if there are any issues they can overcome together. All behavioural incidents are recorded on an online system called Behaviour Watch, which is monitored by senior staff regularly who will work with the staff in the pupils class to use different strategies and techniques to avoid the negative behaviour and prevent it from happening again, for example avoiding any possible triggers. School X is a Rights Respecting School and pupils are given the opportunity to express those rights and speak out when needed. The Massage in Schools programme is used throughout the key stages to help promote the well-being of the pupils therefore reducing negative and challenging behaviour, this is shown to be very successful in reducing negative behaviour from Child X as it has a grounding effect on her, making her feel calm and less anxious. It also promotes the pupil’s social skills as they are working with classmates and relaxing together. “Due to social relationships being improved through massage within the classroom, negative behaviour is reduced” (Cole et al, 2012).
 To promote positive behaviour, pupil’s are given the opportunity for their voices to be heard, allowing them to be on the school council and think of their own classroom rules. Pupils are praised publicly in order to raise their self-esteem and are encouraged to take responsibility in their classroom activities as well as being rewarded and praised when tasks are completed. If a child has high self-esteem and feels valued they will display positive behaviour and negative behaviour will therefore be reduced.