De-escalation TrainingDe-escalation TrainingSection 4 Section 4 What works? Using functional What works? Using functional analysis to problem solveanalysis to problem solve

For use with school staff in situations where: The pupil is presenting very challenging behaviours Staff need a framework to problem solve challenging

behaviours Staff need opportunities and time to assess behaviour in

detail Staff need time/opportunity to plan next steps

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Purpose of section 4Purpose of section 4

Functional analysisFunctional analysis

Definition:

a framework which helps staff makes sense of behaviour and what it might be achieving for the pupil i.e. what purpose is the pupil’s behaviour serving

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Three main elementsThree main elements

Ecological: the context in which the behaviour occurs

Triggers: what sets off the behaviours

Hypothesis: understanding what the pupil is trying to communicate

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What’s the target?What’s the target?

To find ways of helping the pupil achieve their aims so they do not regress to using their difficult behaviour

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What can be changed as a What can be changed as a preventive measure?preventive measure?

What factors in the environment are likely to cause upset? What is the best way to approach a pupil when working

with them on a task? When are the best times to leave alone? When are the best times to involve in interesting/enjoyable

activities? How can we ensure that we respond appropriately to newly

emerging, more positive behaviours?

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Tasks Tasks (further details in Guidance notes)(further details in Guidance notes)

In Groups….Task 1 : What’s the pupil saying?Task 2 : Triggers & antecedentsTask 3 : Develop a Behaviour Plan based on a pupil you are

currently working with

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