Explain difficulty in expressing themselves appropriately and to communicate

Explain how children who are showing behavioural problems can be supported in either a school or Early Years setting.With in a school students with behavioural problems will have been through a school action process. This consists of school action and school action and school action plus. This is where the school teachers can raise concern about the progress of the child and request additional support for them. Teaching methods and resources may be adapted to help the student to progress, if this doesn’t help then and IEP (individual education plan) may be created. An IEP sets out targets that the student needs to achieve, also how to measure how these targets are achieved and measured. IEPs are reviewed once a term and depend on the progress of the student. School action plus is rolled out when progress is still not being made even with an IEP in place. This stage starts to involve external professionals such as speech and language therapists and educational psychologists. So after the child has been identified, they need to be supported in a classroom. Their main problem may be a difficulty in expressing themselves appropriately and to communicate their needs this may be down to: delayed or impaired language and communication skills due to a disability like a hearing impairment; difficulty making themselves understood potentially due to mental disability; the child may experience more negativity due to anger and frustration brought on by their disability or special need this may cause anger outbursts or temper tantrums. To further support the child in a school the teacher will need to speak slowly and firmly and be prepared to repeat instructions if necessary. Encouragement  to join in with activities is a must and when they do praise to boost self esteem and confidence. An important tool in the classroom is having a distraction strategy to help defuse situations and restore calm when its needed. A teacher in order to best support the child will need to follow several steps. The first being to record the behaviour over several lessons. It is important to record, time spent on task, interactions with peers, strategies that have worked in managing behaviour, the particular behaviour that is causing the issue and the reactions the child has to activities, staff and the environment. They will do this through an ABC observation. A is the antecedent which is what happens in the first place to trigger the problem behaviour. B is the behaviour that is the issue was its lashing out, sulking or refusal to cooperate. C is what happened as a result of the behaviour was there a warning or reprimand from the teacher, loss of a house point, moving into the ‘red zone’, another child getting upset and how this affected subsequent working.The observations will then be analysed and the information collected will help staff to understand what triggers the difficult behaviour, what the behaviour looks like and how best to address and prevent the behaviour. An vital part of this process is talking to the child and gaining an understanding of why the may act the way they do. The response to the finding is a vital part of the process as it may allow for changes to made in the classroom setting. The staff may consider making changes to: how they set out expectations so that children understand; the level of difficulty of work given maybe making it harder if the child is completing the work first then being a distraction; altering the seating position by putting a cushion on the carpet or nearer the teacher, away from distraction and with pupils who are good role models will be beneficial to all; how the teachers need to pay particular attention to how they deliver instructions and explanations by simplifying them if needed; the amount of choice afforded to the child my be overwhelming so by narrowing it down the child will be less stressed and more relaxed; constant fidgeting will need to be addressed by possibly giving the child a small stress ball or fidget toy to help them keep their hands and fingers to themselves; how the teacher and TA relate to the child is important as the child may warm to certain members of staff due to being praised more often, it is important that this stays consistent also never give the child random rewards and sanctions as it helps if they are relevant to the child’s targets and properly understood and consistently applied so that this reinforces the good behaviour.