INTERPERSONAL SKILLS with other students
in the learning environment
| Provision |
|
| Curriculum |
Highly structured individualised programme aimed at establishing positive interaction with other students. |
| Staffing |
Staff highly skilled in the design and delivery of highly structured programmes and environments aimed at establishing appropriate inter-action with other students. Staff trained and skilled in physical restraint procedures. |
| Resources |
Resources specifically related to each subject area to promote appropriate interaction with other students as a priority for curriculum access. |
Environment
and Facilities |
Frequent audit of learning environment. Specifically structured approach, equipment and materials designed to promote appropriate interaction in a safe and secure environment. |
| Examples |
|
| Assessment |
|
| Needs to develop the ability to work with intensive adult support and supervision to build up positive interactions and reduce the level of physically aggressive or sexually inappropriate behaviour towards other students. |
| Examples |
|
| Example |
Thread
9 - Band 6 |
| Early Years Provision
Criteria |
| The curriculum involves small steps in order to establish social interactions with peers. Examples of these steps include keeping eye contact for more than 5 seconds or more when being spoken to, returning a smile, playing alongside another child and sharing materials with another child. The nursery provides supervision during these interactive learning sessions. |
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| Example |
Thread 9 - Band 6 |
| Early Years Assessment Criteria |
| George (3:10) will indiscriminately lash out at other children within the nursery setting. This has been carefully logged by staff and occurs at least every 15 minutes without any common antecedents. George does not smile at other children and he initiates no peer interactions himself, other than to physically assault them. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 1 Provision Criteria |
| The school offers supervision of contact between students and is able to timetable short sessions where the focus is on helping the student to accept social contact with another student. The targets for these sessions are discussed with the student beforehand and the sessions are supervised. Careful monitoring, sometimes involving use of videotape, is used to try to determine the antecedents to any physical aggression. Where students are capable of self-monitoring, they participate in this process. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Geri (Y1) punches, kicks and pulls the hair of peers at least four times an hour with no predictability of when this is to occur. Behaviour can change from being placid to aggressive when other students are near her, either with or without adult supervision. Her teachers have logged the incidents but no pattern or precipitating factors has yet emerged. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 2 Provision Criteria |
| The student’s programme is individually designed drawing on targets from within a curriculum geared to meeting student’s interpersonal behaviour. It operates on the basis of positive reinforcement for successive approximations towards acceptable behaviour and on a finely graded step approach to developing social skills. Students are encouraged to join in the target setting and review if they are able. Parents are informed about and agree to the physical restraint procedures staff may use if necessary. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Sandip’s (Y6) behaviour is not predictable, and varies between not interacting with anyone to pinching and hitting other students. There are only a few minutes a day when Sandip is not engaged in either of these extremes of behaviour and he can swing between them in a few seconds. He will engage in stereotypical solo play, such as rolling toy cars along a mat for over an hour at a time. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 3 Provision Criteria |
| The programmes for interpersonal skills are specific, involving small steps towards success. Examples would include such items as tolerating the presence of another student at the same table for two minutes. Staff are skilled at designing a teaching environment that is calming and engaging for students and making modifications to the arrangements and activities so as to lower the recorded level of interpersonal aggression. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Winston (Y8) smiles and laughs to himself all the time and makes noises within the classroom. Other students will not sit near him unless an adult is next to them, because, without warning, Winston lunges out and grabs or scratches other students. This will happen even if the adult is near, if the adult is not watching the situation closely. |
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| Example |
Thread 9 - Band 6 |
| Key Stage 4 Provision Criteria |
| The individual programme to promote acceptable interpersonal behaviour is based on a detailed analysis of social skills and careful observations of the student’s behaviour with others. Positive behaviours are taught using a small steps approach with constant adult supervision and may involve video recording. Parents / carers are fully involved and sanction proper use of physical restraint procedures by staff (including recording and reporting). |
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| Example |
Thread 9 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Hilary is in Y11. She has communication difficulties, as well as difficulties with peer relationships. Hilary is unable to establish eye contact or return conversation except by the use of a few jargon phrases. She is fascinated by long hair and can annoy other students by stroking their hair whilst they are doing something else. Frequently and for no apparent reason, she grabs people’s faces with her fingers and other students are wary of her. |
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