Special Needs
		Target Setting with EBD Children. IEP targets should be SMART: Specific Meaningful Achievable Relevant Timebound Targets support EBD children, and the adults involved in their teaching and learning, in a variety of ways. Targets breakdown complex behaviours into manageable components. They help maintain a focus on what is important. Targets should only deal with achievable changes in the 'here and now'. They are more successful when they accentuate the positive. Over time, targets make the measurement of progress easier by clarifying changes that have been achieved. Targets are more effective when the pupil has been involved in their setting. One model, successfully used in the classroom is Circle Time. A regular groupwork session set aside specifically for reviewing and setting targets can boost performance and include all children in marvellous learning process. Target Setting from a Circle Form your group circle in the usual way, include a warm-up activity. Introduce the concept of target setting and review. Clarify key vocabulary: target, review. Discuss acronym 'SMART' as in SMART targets. Do a round - invite each member of group to name something about their behaviour (could also be a piece of learning to improve) they would like to change and why. You might model this for group by engaging in a target that they can monitor (I set myself a target of looking for 3 things every session that I could give a sticker for). Whole group can help the individual formulate a SMART target. Teacher intervention is kept to a minimum and can quietly keep discussions on track and 'gentle'. The group can be invited to make suggestions for children who are unsure or having difficulty in formulating a target, with the individual able then to choose the target they most prefer. Peer review is frequently highly focused and extremely well targeted! Children can then move out of circle and write their target for display (another round of reading the target helps to 'set' it in young minds). Discuss in pairs strategies for maintaining target over a three week period. Individuals feedback partners comments. Set a groupwork session to review targets within specified time (3 weeks?). At the review session, allow pupils to evaluate their target: thumbs up - wobbly hand - thumbs down. Allow group discussion and use peer review. When the whole class take responsibility for each others targets and achieving them things really start to rock! Repeat process for setting a new target. In class I use a display board to make targets public. Each child is able to attach their written target to a laminated photograph of themselves. They quite enjoy showing visitors their photo and target… EBD Target Bank To take a turn reporting back from a small group. To be quiet while others are talking or reading. To take a turn when playing games. To play with (name of child) at playtimes. To use (piece of equipment) appropriately. To answer 1 question during literacy/numeracy hour. To work independently (when? duration?). To line up at the end of playtime/lunchtime on time. To stay in his/her seat (when?, how long?). To sit at his/her given place in the class. To look at the teacher when s/he is (when?). To report back one lesson that went well during each week. To arrive for school on time. To arrive at school every day. To stay on task (when? How long?). To sit at his/her given place on the carpet. To show his/her best piece of work to his/her mum/dad every (when?). To bring his/her P.E. kit into school on (when?). To complete (how much?) work in (what lesson?). To tidy books and equipment away in the correct place. To show his/her work to the teacher at the end of each lesson. To raise his/her hand when s/he wants to answer a question. To tidy up carefully at the end of (which?) lesson. To communicate appropriately (e.g. Don't shout out) (when? frequency?). To walk in school. To make a positive comment towards another member (name of child) of the group. To use appropriate anger management strategies. To report positively on one thing the group/class has done well each week. When dealing with difficult behaviour; DO Remain calm Create order around the young person Look for the win-win solution Listen carefully Observe in detail Comment on good/positive behaviour Seek eye contact Show disapproval of behaviour not the individual Remain consistent Act decisively and authoritatively Ignore minor misdemeanours Anticipate possible 'flashpoints' Give responsibility to the young person when appropriate DON'T Get personally irritated by the incident Focus only on the negative 'Push' the individual into a corner with only one way out Raise your voice frequently Condemn the individual's character Issue threats that you can't carry out Change the goal posts often Criticise other professionals in front of the individual Ridicule the individual in front of their peers Let the young person 'overwhelm' you Be cold and distant Rewards and Sanctions Successful intervention with EBD children involves rewarding rather than sanctioning. If the reward system is working well, there should be less need for sanctions. However, there are times when sanctions are appropriate. Effective sanctioning is short, highly focused and has transparent reasoning. Once over, it is important that the individual understands that they start with a 'clean sheet'. Look for a piece of behaviour to reward as soon as possible after a sanction. Rewards Praise acceptable behaviour Praise an attempt at acceptable behaviour Use peers to praise Sticker and star charts Giving physical praise - a pat on the head/back, cuddle Displaying child's work Material rewards - sweets, token, small prizes. Praise from authority figures (other teachers, headteacher) Letter home to parents praising child Certificates Choosing an activity A smile, nod or wink Helping the teacher Helping another child Special responsibility Sanctions Remove from difficult situation Time out in a quiet space/chair etc. Sent out of room…out of class…to another class…to the head. Telling child to make good damage Child apologises to appropriate person(s) Missing a break time A detention Frowning/shaking head/pointing