GIBSIDE SCHOOL

Positive Handling Plan

Child’s Name: ******
Date: Oct 2013 Date To Be Reviewed:
Behaviour / Agreed Strategies
  • Desire to visit library/playstation trolley/other classrooms to collect books/DVDs during transitions and lessons.
  • Drops to the ground; wriggles if an adult attempts to help him to stand. (This is most commonly at an area where Lewis wishes to choose a book/DVD, or to avoid a directed task)
  • Avoiding work
  • Hitting and kicking staff (increased level of challenge)
  • Hitting and kicking children
  • ****** can bite; he has bitten staff
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  • ****** will use a ‘first… then….’ board or ipod to be reminded of routine and reinforce message. Ensure access to desired item is given at the end of the period – this is crucial to the success of this strategy.
  • Assist move back to classroom (single elbow walk x 1, x 2) to complete task and then allow access to preferred books when work finished.
  • Use of ‘now….. then….’ board should help prevent this.
  • Team teach single elbow x 2 if wriggling out of x1 initially, lift to encourage ****** past area of distraction.
  • Remove ****** to a calm/safe area if other children are affected
  • Encourage ****** to work, prompt with ‘now…. then…..’ board or on ipod, then give access to books box (with chewy Q to prevent books getting damaged)after work completed
  • Place a chair beside ****** in an aside location to compromise being directed until calmed to return to work
  • Initial planned ignoring if simply to gain attention
  • Approach for side on, single elbow, x1, x2, to safe area with no distractions and leave to calm. Return and engage in an activity to distract. Once a task completed provide a preferred reward, not necessarily the initially requested choice behaviour triggered by. Giving something constructive to do before a positive reward.
  • Use visual reinforcements for ‘hands to self’ (also used for face touching)
  • This is generally when low level challenges to staff are ignored (planned ignoring). Remove to safe area for self and others, single elbow x1, x2. Return and engage in an activity to distract. Once a task completed provide a preferred reward, not necessarily the initially requested choice behaviour triggered by. Giving something constructive to do before a positive reward.
  • Use visual reinforcements for ‘hands to self’ (also used for face touching)
  • Make all adults who come into *****Class aware of this.
  • Use Team Teach strategy where appropriate – wrap, hand to side of face, single elbow x 2, hands to side of face)
  • Remind |******, ‘No biting,’ or ‘use ‘chew tube.’

****** changes his favoured object frequently (between certain books and characters from cartoons – Currently the ipad and postman pat book); familiar adults to be aware of ****** current favourite and make it available when required – but generally ORT and Walker books are desirable. – ****** will attempt to get all adults to retrieve what he wants regardless of what another adult has said. He has two chew tubes, one to be given when excitable or with books.
Checked (Initials here) Oct 2013
Agreed with parents: ......
Date………………………………………