Tackling Behaviour in the Primary School provides ready-made advice and support for classroom professionals and can be used, read and adapted to suit the busy everyday lives of teachers working in primary schools today.

This valuable text sets the scene for managing behaviour in the primary classroom in the context of the Children Act 2004 agenda, making it highly relevant to trainee primary teachers, learning school mentors, classroom assistants, behaviour specialists and senior management teams. As experts in the field of behaviour management, the authors draw on their many years of experience to provide evidenced whole-school strategies, extensively-researched concepts and step-by-step behaviour programmes. Topics covered include:

• Understanding behaviour
• How to measure behaviour and why this can be an effective approach
• Using and implementing whole-school behaviour policies
• Honing your classroom management skills
• Managing bullying
• Dealing with specific classroom difficulties
• Working effectively and supportively with parents.

Drawing on case-studies throughout, this handbook will help you to understand and deal with the most confrontational of classroom behaviour. Tackling Behaviour in the Primary School provides all staff, parents and carers engaged in health, education and social services with a ready-made resource packed full of strategies, ideas, activities and solutions to help manage behaviour in even the toughest of classrooms.

The way we teach our pupils and the way we run our schools is under scrutiny right now. In the midst of all the change going on, we often end up losing sight of the educative tool that is the most important of all - ourselves! Bomber and Hughes' book gives educators permission to engage with pupils relationally. They provide aalternative ways to the kinds of behaviourist models, fear-based approaches and increased levels of power, authority and control still exercised in many schools at present, which disturb already troubled pupils and further prevent them from accessing school. Bomber and Hughes have seen pupil attainment increase through their work in supporting school staff by switching their initial focus to the troubled pupil's attachment system, before engaging the pupil's exploratory (learning) system. The authors also challenge the educational myths that somehow relationships are secondary to learning, rather than essential to enabling troubled children's brains to be freed to work at their full capacity. Every child still does matter. This cutting edge book from a dynamic partnership is essential reading for all those concerned in and with the education of our children.

WHY won't he stay in his seat? WHY does she flap her hands? And WHAT should I do? As inclusion becomes the norm in general education, teachers are faced with behaviors they have never seen before. Special needs educators may recognize the telltale symptom of a sensory need or a textbook case of an avoidance behavior, but this is all new territory for the General-Ed crowd! Written by Director of Special Education Peter Gennaro, occupational therapist Beth Aune, and special needs mom and advocate Beth Burt, this book illuminates possible causes of those mysterious behaviors, and more importantly, provides solutions! Teachers can quickly look up an in-the-moment solution and learn about what the child is communicating, and why. The authors collaboratively address problem behaviors such as: out-of-seat behaviors, fidgeting, hand-flapping, covering ears, hiding or running away when upset, putting head down or "shutting down", difficulty with class work and homework, losing materials and missing assignments, poor handwriting, not following directions, saying rude or inappropriate things, clothing issues, difficulty making decisions, excessive talking, laughing excessively or being silly, little or no eye contact, temper outbursts, and many others! Teachers, it is possible to accommodate learning differences and sustain a positive learning environment for ALL students. This book is a must-have for every inclusive classroom!

For effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Children Learn About Domestic Abuse and Coercive Control: A Floss and the Boss Storybook and Professional Guide [9780367344511] This beautifully illustrated and sensitively written storybook has been created to help young children understand about domestic abuse and coercive control. Floss is a happy little puppy who loves going to Doggy Daycare and playing with her best friend, Houdini. The story explores how things change when her Mum's new friend, Boss, comes into their lives. It helps children who have experienced domestic abuse and trauma to make sense of their feelings, teaching them to seek help and stay safe. This book: Can be used to support the 'Healthy Relationships' topic in the PSHE curriculum Can be used to address the topic of domestic abuse and coercive control with individuals, small groups and whole classes, enabling dialogue around a sensitive issue Encourages children to seek support Designed to be used with primary-aged children, this book provides a vehicle for talking to children about staying safe and their emotional wellbeing. It is also available to purchase as part of a set with a professional guide to support the sensitive and effective use of the storybook.

Improving Student Retention in Higher Education provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students, students with disabilities as well as those for whom higher education is the first family experience.

Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries.

Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms. Consisting of over forty 'recipes', the book's unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each 'recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child's needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book's five sections cover a broad spectrum of behaviours falling within five broader categories: Getting things done: supporting positive student engagement and achievement Dealing with disruption: increasing motivation and skills to facilitate learning Social interactions: resolving problematic situations that occur between pupils. Emotional distress: understanding distress and developing coping strategies Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse. Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.

Kate Ripleya (TM)s work in the topical area of Emotional Literacy has shown that children must first learn to discriminate and label their own emotions before they can focus on understanding other people's. This comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps, the pack consists of:

• theoretical rationale a " long and short version
• how the programme fits within the current legislative framework
• baseline assessment details
• pratical strategies to support the programme
• evaluation from pilot study
• bibliography and recommended materials.

In addition to the book there is a CD-ROM containing a twenty minute video film showing behaviour to be addressed and intervention in action, a demonstration in powerpoint to show to colleagues and stories to use for baseline assessment.

There is a behavioural nirvana: one that is calm, purposeful and respectful. Where poor pupil behaviour is as rare as a PE teacher in trousers and where relationships drive achievement. Annoyingly and predictably, the road is hard and the ride bumpy and littered with cliches - but it is achievable. And when you get there it is a little slice of heaven. A revolution in behaviour can be exciting, dynamic and, at times, pleasantly terrifying. But revolution is short-lived. In After the Adults Change Paul shows you that, after the behaviour of the adults has changed, there is an opportunity to go wider and deeper: to accelerate relational practice, decrease disproportionate punishment and fully introduce restorative, informed and coaching-led cultures. Paul delves into the possibilities for improvement in pupil behaviour and teacher-pupil relationships, drawing further upon a hugely influential behaviour management approach whereby expectations and boundaries are exemplified by calm, consistent and regulated adults.

For preschool children with emotional difficulties arising from difficulties in attachment, standard observations used in early years settings are not always helpful in identifying their problems and providing guidance on how they can be helped. Combining an accessible introduction to attachment and child development with a child observation tool for identifying behaviour, and the emotional needs underlying this behaviour, this book enables early years professionals to identify problems and provide appropriate support. 'Case study' boxes help to illustrate typical patterns of attachment, and all aspects of behaviour are covered including play, interaction with peers, neediness and aggression. Written in clear, concise language, Observing Children with Attachment Difficulties in Preschool Settings aims to equip the reader with the knowledge and skills needed to identify and support children's emotional and social difficulties. Suitable for use with children aged 2-5, this will be an invaluable resource for early years professionals, as well as clinicians, teachers and learning support staff.

Following the success of the first edition, this revised second edition, brings the reader up-to-date with what it is like to be a teacher in a difficult class, and regularly faced with apathy, defiance and aggression.

Sadly, numerous government initiatives since the 1998 publication of the first edition have not transformed the situation for teachers in difficult classrooms. Here, Paul Blum explores the impact and consequences of the changes made in the intervening years.

Like its predecessor it offers sensible, practical advice, for all classroom teachers, on how to survive and succeed in the face of tremendous difficulty, and this updated edition includes new sections on teaching pupils with low reading ages, and on making the most effective use of teaching assistants.

Today's teachers are faced with unprecedented challenges ranging from suicides to school violence, shootings, and terrorism. Classroom Crisis The Teacher's Guide explores children's reactions to emergencies and gives steps for stabilizing the classroom. The book describes how to manage individual student and also group behavior during emergencies, how to recognize and deal with post-traumatic behavior, and more. Also includes detailed instructions on how to calm students who are panicked, enraged, or hysterical, and how to activate students who are in shock.

Increasingly, teachers are expected to identify problem areas and help children with ASD to change or manage their behavior appropriately. This book offers off-the-shelf support to teachers and includes: helpful categorization of problem areas; solutions that allow teachers to help children promptly and effectively; advice on setting IEP targets; and photocopiable resources.

The school-to-prison pipeline is often the path for marginalized students, particularly black males, who are three times as likely to be suspended as White students. This volume provides an ethnographic portrait of how educators can implement restorative justice to build positive school cultures and address disciplinary problems in a more corrective and less punitive manner. Looking at the school-to-prison pipeline in a historical context, it analyzes current issues facing schools and communities and ways that restorative justice can improve behavior and academic achievement. By practicing a critical restorative justice, educators can reduce the domino effect between suspension and incarceration and foster a more inclusive school climate.

This book focuses on the relationship that schools have with parents and carers, especially in the early stages of behavioral difficulty. It aims to promote the best possible partnership with parents in what is often a sensitive and emotionally fraught situation.
It contains an overview of the context and a general theoretical framework for home school interactions on behavior; research findings on factors which facilitate or inhibit effective partnerships, helping teachers understand why some parents/carers are reluctant to become involved or may appear aggressive and suggests ways in which schools might usefully respond; and chapters written by contributors with specific expertise in working with parents who have harmed their children, the carers of children in foster families and residential homes, mobile families (including travelers and asylum seekers), and families from diverse communities.
The book is intended primarily for teachers and school managers at every phase of education, but will also be of interest to educational psychologists, home-school liaison officers, support staff, counselors, mentors, LEA officers and anyone working in parent partnership schemes.

ADHD is a common, complex and yet often misunderstood condition, affecting children, adolescents and adults. It causes a wide range of difficulties with concentration, impulse control, hyperactivity, motivation and time awareness. This can often lead to school failure, expulsion, and emotional, behavioral and social problems.
An estimated two per cent of the population suffers from ADHD. To ensure their effective treatment, three critical areas need to be addressed. Parents, teachers and professionals must become aware of the possibility of ADHD (symptoms can mimic other medical and environmentally related conditions, which can make accurate recognition difficult). Second, the reality of coping with ADHD in its many forms, both for individuals with the condition and those around them, must be acknowledged and understood. Finally, there is a need for a holistic approach to the assessment and management of ADHD to ensure the most effective resolution for individuals.
The author givesan overview of the condition based on the broad internationally recognized approach to ADHD, which takes account of its biological as well as environmental elements. He discusses appropriate management guidelines, which include consideration of medication as well as psychosocial and educational strategies.
The book aims to be a comprehensive and authoritative text on ADHD, its causes and management currently available in the UK. It provides a practical guide to the process of dealing more effectively with ADHD, from initial recognition to effective management strategies via assessment and diagnosis. It is intended for parents, teachers and other professionals to facilitate appropriate understandingand support for this distressing condition.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder, affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD. It offers a theoretical introduction to AD/HD and practical guidance to the classroom teacher on how to support children with this condition.
The book is divided into three sections:
* Part One focuses on the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed
*Part Two addresses the principles and practices of intervention, including specific educational interventions and behaviour management techniques
*Part Three is structured around a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties, and makes suggestions for school-based interventions.
The book is rooted in the experience of practitioners who work on a daily basis with children with AD/HD, and draws upon up-to-date research evidence on the topic. The authors challenge crude assumptions about AD/HD and argue that the best way to understand AD/HD is as a condition in which biological and environmental factors interact.
Suitable for use as a teaching manual and a training resource, Educating Children with AD/HD will help teachers, other educational workers and students develop a sense of empowerment in relation to AD/HD.

eBook available with sample pages: 0203461495

A new approach to help kids with ADHD and LD succeed in and outside the classroom

This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning. Schultz draws upon three decades of work as a neuropsychologist, teacher educator, and school consultant to address this gap. This book can help change the way parents and teachers think about why kids with LD and ADHD find school and homework so toxic. It will also offer an abundant supply of practical, understandable strategies that have been shown to reduce stress at school and at home.Offers a new way to look at why kids with ADHD/LD struggle at schoolProvides effective strategies to reduce stress in kids with ADHD and LDIncludes helpful rating scales, checklists, and printable charts to use at school and home

This important resource is written by a faculty member of Harvard Medical School in the Department of Psychiatry and former classroom teacher.

First Published in 2001. Nurture groups are spreading rapidly throughout the UK. This fully updated second edition is written in response to the support given by the DfEE to the Nurture Group project and the recognition by every major special needs policy document that they provide effective early intervention for children showing signs of emotional and behavioural difficulties.

This handbook provides the knowledge and information required to equip teachers and learning support assistants with the understanding and skills needed when working with pupils with Tourette syndrome.
Clinical descriptions and medical treatments are discussed and advice on diagnosis, identification and assessment in the classroom is given. Responding to the learning, emotional and behavioural difficulties pupils may experience, the authors provide multi-disciplinary strategies for application within a school.

Every class includes a number of pupils whose learning needs are greater than, or different from, those of the rest of the class. All teachers should be able to identify targets to use as the baseline for intervention and to help those children to make appropriate progress in small steps so as to feel a sense of achievement. However, many teachers in mainstream primary schools don't know what the next 'target' should be. They know what the child can't do, but they often don't know how to express that as a target. This second title in a powerful new series of practical books will support SENCos and mainstream primary school teachers in thinking about what their SEN pupils can do and deciding on the next steps. It offers a system for setting and monitoring targets which can replace or complement IEPs. Suggestions for strategies and activities for achieving targets are included throughout. * Each book comes with a CD with photocopiable material, including targets pages and Records of Progress templates. Target Ladders: Behavioural, Emotional and Social Difficulties addresses six key aspects of BESD: Coping in the classroom; Unstructured times; Controlling emotions; Taking responsibility; Social interactions; Transitions. Helpful checklists and practical advice for creating BESD-friendly classrooms make this an ideal practical resource for the busy primary teacher. ABOUT THE SERIES: The Differentiating for Inclusion series is designed to narrow the gap between children with SEN and their peers. Books in this series offer teachers helpful guidance in identifying both what children can already do and what specific targets they need support in achieving. The positive approach of structured small-steps targets, together with activities for teaching these, will ensure that children with SEN make accelerated progress. The books are all written by experienced practitioners.

Written for practitioners working in the field of autism and related disorders, including Asperger's syndrome, this handbook offers an overview of understandings of these disorders from a behavioral, biological and psychological perspective. A coherent analysis of the different theoretical viewpoints is provided, especially at the psychological level which has the greatest bearing on practice. This makes the book relevant to those interested in developmental psychology as well as to those who seek a greater understanding of autism.

Behaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting children's behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAs' role definition. Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter. This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools.

This book outlines effective IEP practice for pupils who exhibit emotional and behavioural difficulties (EBD) and explores the purpose and effectiveness of IEPs by addressing the following issues: How can pupil behaviour be viewed holistically if targets are narrow and written in purely behaviourist terms? How can IEPs for EBD be designed so that parental involvement and pupil responsibility is fostered? Are IEPs effective in identifying the training needs of teachers for meeting non-curricular targets (Self esteem, self control, personal monitoring and organization, social behaviour, etc.)? How can outside agencies work collaboratively with school staff to support the meeting of agreed targets? What systems within school need to be developed to ensure that response to IEPs are monitored by all concerned from subject teachers, to mid-day supervisors?

This is an accessible book about working with people who have challenging behaviours for professionals, parents, and carers. The focus and emphasis is on the practicalities, including what makes good practice, how to handle challenging situations, what makes good incident management procedures, and how to coordinate staff so that they work well together.

Staff from a variety of disciplines provide accounts of their work and the editor's commentary and summary highlights issues of practice, technique, and theory from the accounts.