INTERPERSONAL SKILLS with adults in the
learning environment
| Provision |
|
| Curriculum |
Highly structured individualised programme aimed at establishing positive interaction with adults. |
| Staffing |
Staff highly skilled in the design and delivery of highly structured programmes and environments aimed at establishing appropriate inter-action with adults. Staff trained and skilled in physical restraint procedures. |
| Resources |
Resources specifically related to each subject area to promote appropriate interaction with adults 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 behaviour towards adults. |
| Examples |
|
| Example |
Thread
10 - Band 6 |
| Early Years Provision
Criteria |
| Staff provide highly structured individual programmes and all staff in contact with the child are aware of the detail of the programme including the specific targets being worked on. There is specific opportunity for the child to spend some time with an adult in a quiet distraction free setting in the nursery to develop acceptance of social contact. Video recording is used to help identify specific antecedents. |
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| Example |
Thread 10 - Band 6 |
| Early Years Assessment Criteria |
| Doug (3:9) kicks and pinches adults without reason at least four times during the morning or afternoon session. When not doing this, he appears to ignore adult interactions. The incidents have been clearly logged and appear to have no pattern, occurring with a wide variety of antecedents, and with all adults with whom Doug comes into contact. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 1 Provision Criteria |
| The programmes for social adult interactions are highly structured involving small steps towards success. Examples of these include: tolerating the proximity of an adult; allowing the adult to bring and remove materials used by the student; accepting praise from the adult; accepting rewards; allowing a joint focus on an activity; and giving materials to an adult. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 1 Assessment Criteria |
| John (YR) will not engage adults in interactions, other than by kicking them in an unpredictable manner. The staff have logged incidents and they occur with almost all staff, within different settings and with different antecedents. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 2 Provision Criteria |
| Targets for positive interactions with adults take priority over the rest of the curriculum and are highly structured, involving small steps towards target. Examples would include such things as to return an adult’s smile, to speak to an adult in a voice heard up to 30cm, to tolerate close proximity to an adult and to follow simple one part instructions from an adult. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Francis (Y6) hits adults indiscriminately, who approach him as he flails his arms and legs about, rolling on the floor. The hitting appears to be deliberate, but there is no pattern as to when, or whom he will hit. He spends less than one tenth of his time sitting at a table top, but moves around the room vocalising and waving his arms. When approached he throws himself on the floor. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 3 Provision Criteria |
| The curriculum to teach the student interpersonal skills with adults is highly structured, involving small steps towards success. The school arranges for very close observation and, sometimes, video recording in order to better understand the antecedents of the behaviour. Changes to the physical environment, activities, routines and adults in the vicinity are explored systematically. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Martha (Y9) will lunge at and strike out at adults when they go near her. This is always the case when she has been moved away from her favourite area of the classroom under a mobile but other instances are without any apparent cause. Martha has profound and multiple learning difficulties. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 4 Provision Criteria |
| The curriculum to teach the student interpersonal skills with adults is highly structured, involving small steps towards success. The school arranges for very close observation and, sometimes, video recording in order to better understand the antecedents of the behaviour. Changes to the physical environment, activities, routines and adults in the vicinity are explored systematically. For example, a close record is kept of the language demands placed on the student’s understanding. |
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| Example |
Thread 10 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Mary (Y11) will lash out frequently at adults in school for no apparent reason. Mary’s language does not enable her to make her needs, wishes and feelings fully understood by the adults around her. They are unsure if the lashing out is to do with frustration or in order to make a point that she is unable to do so otherwise. |
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