Available to schools via the SDS online portal – information issued directly to schools
Trauma Informed Practice Leaflet: What Just Happened? Coping with Covid 19 A guide to Support Parents and Carersupporting Wellbeing through Education Restart
This Guidance is intended as a support for schools as they focus upon the Department of Education’s ‘Education Restart’.
COVID-19 has significantly impacted on society as a whole, the impact of the virus and lockdown restrictions have been widely recognised as potentially traumatising experiences. Potentially the whole school community could be affected by these experiences, i.e. staff/pupils/parents/guardians.
Safeguarding should permeate all aspects of school life, schools should ensure that this Guidance is read in conjunction with their Special Educational Needs Policy, Child Protection and suite of Safeguarding Policies.
Primary Behaviour Support & Provisions provide an advice and support helpline in response to social behaviour and emotional wellbeing concerns which arise in education settings with nursery and primary aged pupils.
The Telephone Advice and Support Helpline is available Monday to Friday 9am to 4.45pm on: 028 3831 4461.
See the information leaflet below for further information on this service.
- Behavioural intervention techniques For Teachers & Parents:
- specific positive feedback (you worked so hard during maths today)
- planned ignoring (not responding to undesired behaviour when possible)
- clear directions phrased in the positive (tell the child what to do instead of what not to do…such as ‘keep writing your sentence’ instead of ‘stop talking’)
- time out if they need time/space to calm down
- sticking to previously decided rules/consequences
- observe and note ABC (antecedent/behaviour/consequence) (https://educationandbehavior.com/research-based-interventions-for-adhd/)
- Multicomponent classroom led techniques:
- Token economy and response cost – receiving points for the amount of time they follow the classroom rules (token economy) and losing points for noncompliance with school rules.
- Precision requests – Initial requests for appropriate behaviour should include the word ‘please’ then waits for 5 seconds. If the student doesn’t comply then repeat the instruction using the word ‘need’ and wait for 5 seconds. If the child doesn’t comply then a reductive techniques such as ‘time-out’ should be administered. At any point that the child complies this behaviour should be reinforced.
- Mystery motivators – An envelope labelled with a question mark is placed in the room with a card stating what the student will win inside. (1-1 time, reward). Mystery motivators tend to increase the anticipation of the reward.
- Antecedent strategies – teacher movement around the class and posting of classroom rules
- Adders.org - Great selection of social stories and computer games available for download (free)
- Adhdfoundation.org.uk – wealth of resources and information for students, carers & schools
- www.ADHD.org.uk – useful links and information
- Additudemag.com – Parent and teacher downloads and information packs
- EA guidance for parents and teachers
- Primary resources – classroom resources for primary children
- Camhsrsources.co.uk/websites – comprehensive list of websites and resources for ADHD and comorbid disorders
- Healthline ADHD resource guide - list of charity websites, online resources, books, support groups and advocacy.
- Twinkl – lovely selection of colourful visual resources for primary ADHD children (fees may apply).
- Understood.org – search option for ADHD articles and resources
- Behavioural intervention techniques in an Academic setting:
- reducing length of assignments
- dividing tasks into sub-units (chunking)
- make tasks more stimulating (bright colours, interesting textures, changing rate/style of presentation
- modify delivery of instruction based on students individual strengths (auditory/visual/kinaesthetic)
- computer assisted instructional programmes which provide immediate feedback
- strategy training – teaching the skills required to meet needs of situation (note-taking, study skills, homework completion, self-reinforcement)
- Implementing peer tutoring – when one student provides assistance, instruction and feedback to another. Thereby simultaneously working on academic and social skills
- Further behavioural approaches:
- Social skills intervention focus on the development and reinforcement of appropriate social skills such as communication, cooperation, participation, emotional regulation, emotional understanding and empathy and enhanced levels of attention.
- Friendship group workshops are valuable tools to build the skills required to interact and engage in a positive way.
- Regular physical activity is a useful treatment for ADHD. Regular exercise improves behaviour and information processing - Education and Behaviour
- More behavioural intervention techniques:
(Frequently Asked Questions for Parents and Families on Education Restart)
Frequently Asked Questions about EDUCATION RESTART
More information for Educational Settings about Education Restart is available by clicking the link below