medical behaviour

8/3/2019 Medical Behaviour

1/11

1

Name Date Medical


2/11

2

Oonagh Joyce

Jim Mc Gowan

1995

To1998

Cyanosis, Asthma, Deaf- right ear. Operations to mouth (cleft palate). Had to use

spacer/nebuhaler.Epilepsy. Children required significant care to ensure safety andrequired administration of medication daily.See Training Records for Epilepsy care and Asthma.

Oonagh Joyce

Dominic Mc Callion

Jim Mc Gowan

Brian Martin

Shea Patton

1995

ToPresent

2007

Received training in administration of medicine (Dr Brennan/Alacoque Wilson) dosage

and frequency stated by childs doctor. Written permission from parent/carer and letterfrom WELB. Training in Asthma, peak flow charts, format for written contact with

parents and administering asthma medicine using nebuhaler and inhalers , keepingrecords of drugs for epilepsy, ADHD (strattera), inhalers and all other medicines

administered in school and nursery.Monitored child with diabetic (type 1/injected) while he self- administered insulin andassisted the child in any difficulty he encounter.Health and Safety at Work First Aid at Work Certificate. (CPR).Renewed every threeyears.

Trained in Epi Pen (Child has Anaphylaxis) by nurse tutors. See Training Records.

Dominic Mc CalliionJim Mc GowanCameron Jack

Adam Mc DaidJamie Lucas

1995To

present

Liaise with parents verbally and written /recorded on administration of their childrensmedication.Have accompanied children on day trips and residential to facilitate the administration

of medicines, inhalers, bubbles and any prescribed medication. (See School TripMedical Notes)Restock and renew medicines and first aid needs for school and nursery unit.(InvoiceRecords)

Designated medical person for school and nursery.Certified First Aider At Work for school.

Kyle Gallagher

Caolan Harkin

1995ToPresent

These children have experienced asthma attacks. Nebuhaler didnt work. Nebuliser andoxygen with Dr Brennan.This child has experienced severe (asthma) attacks. Nebuhaler and nebuliser at doctorsineffective. (Caolan). Had to get oxygen and hospital care.

Jennifer Mc Cauley

Anthony Kennedy 1995To

On occasions children experience loss of bowel control. This traumatises the child andrequires understanding of the difficulties of the childs condition to deal with it. This

condition also can account for many of the behaviour problems the child exhibits whenrelating to peer group.


3/11

3

Name Date Communication and Sensory.

John Curran

Emma O Kane

Child would throw objects within arms reach at whomever or wherever they landed.At these times children need to be removed to a quiet space in order to communicatewith them, allow them space and time to calm down and refocus. During these timeschild/children can be a danger to themselves or others.


4/11

4

Cameron Jack

Graham Hunter

Callum Coogan

Eathan Mc Daid

1995ToPresent

Some children that are very tall can be uncoordinated and clumsy. Had involuntary limbmovements eg.Jerk out his right leg. Always had to accompany child on stairs as hecould easily have missed steps. Had to always use hand rail. Had to get larger desk and

chair for when I saw he was sitting with his legs stretched out in front, with feet flat onground he could lift the desk with his knees. Chair offered no support (seat too small).In the sensory room when child landed on right side he was unable to get up. (cerebral

palsy and stroke affecting left side)Have to incorporate large soft object for him to fall onso he can manoeuvre himself around. Always have chair in assembly as it is unsafe to lift

child from ground (unable to assist and very heavy).Need help to pick him up when hefalls in playground.Gets very distracted from his work. Might be his preoccupation, book he is reading ornoise (grass mower). Had to have work station or removed to a quiet area to get him to

disengage from imaginary world.

John Curran

Graham Hunter 1995ToPresent

Accompanied John to Little Oaks Behaviour Unit (2 days a week for school year).Worked under the guidance of Joanne Mooney and Rosemary Mullan (Special Schoolteachers). Learned strategies to manage behaviour, deal with angry outbursts and

enhance learning. Went to training on Positive Behaviour Management. Learnt andhelped restrain John and others safely when angry outbursts were a danger and they hadto go to the quiet room to cool down.Accompanied Graham to St Joseph Secondary school to work under the guidance of


5/11

5

Callum Coogan

Eathan Mc Daid

Raymond Doherty ASD team. Helped to establish routine, colour coding of books,making use of visual , integration into group to work and other skills and strategies Grequired.

Went with Emma to visit St Cecilias to help ease transition into secondary.(See relevant IEPs, Progress Books, pupil profile, Ed Phych. and reports from outsideagencies used to ensure continuity of progress for each child).

Paul Mc Donagh

John Curran

Graham Hunter

1995

Topresent

Devised Educational games/ cards/worksheets to help with English /Maths and otherwork using characters they relate to (superman/Dr Who) and help engage them to work.Drew cards with childs help of his favourite superheroes. Earned them for best effort at

work. Used them at break and lunch to talk to me for minutes earned about currentpreoccupation or something he was bursting to talk about.

Organize fruit shop in school (healthy eating) and get children to help in the running of

it. This activity helps their social skills, communication skills, sensory skills and mathsskills and they eat the fruit as well..

Dominic Mc

CallionJim Mc Gowan

John CurranJoseph Gamble

Paul GambleGraham Hunter

1995

ToPresent

Taking children ASD and ADHD and other conditions for time at breakfast club andhomework club. Some to chess tournaments at various locations. Have groups daily for

reading under direction of class teacher. Phonic groups daily using lesson plans fromEdinburgh Phonics as requested by principal. Have worked with children at Little Oaks

Behaviour unit and also St Josephs.


6/11

6

Emma OKaneCameron JackEathan Mc Daid

Paul Mc Donagh

Aaron Griffiths

Joseph GamleGraham Hunter

Eathan Mc DaidCallum Mc Gowan

1995ToPresent

SLD Limited communication. Knew he liked making wheels, caravans and spent timedaily doing this. Helped child feel safe and content.

Dysphraxia around muscles at mouth. Had great difficulty in forming words.Stammer and had great difficulty being understood.Autism. Wanted to communicate on his imaginary world and had to use cards made tofocus on work and earn minutes to tell me about things important to him on way to break

and lunch.Autism. Can stare ahead fixated and is difficult to disengage from his imaginings to workat hand (reality).

Cannot communicate the meaning of his sounds at present - sounds he obviouslyunderstands but is upset no one else does at present.

Graham Hunter

Eathan Mc Daid

2000

ToPresent

Would talk about a smell, hold his nose and flap his hand about. Hands tight over ears

and pained expression on face when the noise was too much for him. Noise to me wasnormal and smell may have been scented gel pens?Will taste things in his mouth and is always putting his fingers or even his fist into hismouth and rubs at his tongue. Various tastes can trigger this distressing behaviour and

causes disruption to his work and class.

John Curran

Cameron JackCallum Mc Gowan

1995

ToPresent

Tried to jump fifteen feet over wall into car park. Had to be restrained and kept until

parents collected. Have little perception of personal safety and certain health hazards.Paces about room and corridors and outside runs headlong unaware of himself or otherssafety.

Walks about on his own. Had broken arm and didnt cry or look for attention. Pain didnt


7/11

7

come into it for him. Feelings of isolation from others (peers). Buddy strategies to fosterspirit of taking care of each other.

Paul Mc Donagh

Callum Mc Gowan

1995To

Present

Paul has utmost difficulty in making even basic needs known. He had to be taken

routinely to the toilet as he never asked to go. Showed no interest in toy figures orcars/trucks but picked up circle shapes, squares, rectangles and made what looked like a

caravan. So we got pictures and he appeared happy to look and cut these shapes and gluethem to make a caravan.When working in class with Callum he uses his own phonetic language.Language (words and sound) which he appears to understand and he becomes frustrated

when no one else understands what he is saying.

Paul Mc DonaghOonagh Joyce

Aaron GriffithsJim Mc GowanJohn Curran

Callum CooganGraham Hunter

Emma OKane

Eathan Mc DaidCameron Jack

1995ToPresent

All of these children have many outside agencies like Speech and Language, Medical(DrKnowles), Little Oaks, ASD Team, Physiotherapy and others involved in their

assessments for statement. At annual review (which I have attended) many of theseagencies recommendations are put on childs IEP. Over the years to meet these needs Ihave been trained in various specialist centres: Little Oaks Behaviour Unit, ASD Team,

Dyslexia, Autism and ADHD at RTU, Agnes Holloway (NASEN), Edinburgh Phonics,Reading Centre and other (WELB) courses.

Graham Hunter 2000To Has on many occasions to move to workstation or quiet room (uncluttered) to work onhis own because he is more interested in what he is thinking, smelling, light too bright orsome other distraction.

Have to listen to teaching, take textbook and copybook. Get childs attention and explain


8/11

8

Eathan Mc Daid Present one piece at a time what has been taught using whatever resources appropriate to helpchild keep working and understand task using mediums he enjoys, if possible.

Child Date Behaviour

John Curran

Emma OKaneAnthony Kennedy

Cameron Jack

1995

ToPresent

At times these children can interact violently with each other and people get hurt.

Eg. In school child pushed back head and broke the nose of person holding him. Hisreaction to all was to kick and lash out. Medical attention required.

Other often bit children on the arms and pushed very sharp pencils into peers hands andarms.

Some teased a lot because of smell and would react by hurting/hitting nearest offender-gets very angry.


9/11

9

When allowed to play uses football as a reason to hurt and kick other boys.

JohnEmma

GrahamAnthony

CameronEathan

1995

ToPresent

Some of these children because of their violent and angry reactions cannot take part inclass activities or indeed playtime games. Others with their preoccupation with their

own thoughts, limited social skills and distractibility restrict the activities they canparticipate in. They are placed in safe areas to engage in class work (computer room) or

sensory room until lesson/activity ends and they can quietly return to class.

Emma OKane

Dominic MccallionJohn Curran

GrahamJoseph GambleEathan Cameron

1995

ToPresent

Family team intervention. Ed. Psych., SENCO and I had to meet with psychiatrist tofind means to help Emmas interaction and behaviour towards peers. Meetings todiscuss strategies/ resources to improve interaction and behaviour with parental input to

use after school.Took part in many annual reviews and meetings with outreach specialists as arranged

by principal or Senco.

John Curran

Cameron Jack

Anthony Kennedy

Childs challenging behaviour which was assessed to be a risk to others received input

from Outreach Little Oaks Behaviour Unit Attendance two days a week at Unit wherebehaviour was monitored and managed. Daily behaviour plan and also daily progressbook for rest of years in school.Learnt to use safe handling and to implement behaviour plan in school for other three

days.

Peripatetic teacher from Little Oaks worked with child and drew up behaviour planwith special emphasis on playtime.

Nurture Unit, Anger Management Plan. Daily progress. sheets home


10/11

10

John CurranGrahamEmma

Anne MarieGambleEathanCameron

1995ToPresent

Have worked under the guidance of teachers in special units (Joanne Mooney andRosemary Mullan), outreach specialists like Mary Kavanagh (hearing impaired),Raymond Doherty (ASD) and Maureen Hicks (reading centre). Phonic and resource

from Agnes Holloway (cluster group).(See relevant records personal and children)

John Curran

Cameron JackGraham HunterEmma OKane

Callum Mc Gowan

!995To

Present

On a daily basis these children express their anxiety, frustration and anger etc withextreme forms of behaviour. Their hand flapping, clapping, pacing is an inability to

communicate how they feel in an appropriate way that can be understood by otherpeople. This behaviour can be triggered by anxiety, excessive noise, light, moving incrowds in the corridor/ assembly. Training and observation of these behaviour patterns

with the individual children has enabled me to understand and help them translate howthey feel in an appropriate manner.

Paul Mc Donagh

Joseph Gamble 1995

Some had very limited communication because of their condition. Many of the other

children I work with have limited communication because they are so preoccupied with


11/11

11

Graham HunterEmmaOKaneEathan Mc Daid.

Callum Mc Gowan

ToPresent

things that are going on in their imagined world. They avoid eye contact or shut outyour voice to stay in their own world.Other children have encountered their triggers for behaviour before they come to school

and are at explosion point when they arrive (esp. on Mon).Then we will have to dealwith unexpected /unprovoked outbursts.

My personal viewpoint is for the wellbeing of all the children in this school, especially for those that have a statement ofspecial educational needs and for whom I have an additional responsibility. I have undertaken many training programmes

and courses in the various disciplines used and recommended by various o/s agencies ( some at my own expense and in myown time) because I see these very early learning years as vital to the future development of these children for whom I havea special duty of care.

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