Aim
To explore the concept of behaviour as communication and equip LSAs with knowledge and skills to provide positive behaviour support.
Learning points
Challenging behaviour can be a form of communication when direct communication is difficult.
Communication is the exchange of information from one person to another using any means possible. Behaviour that is challenging can be a substitute for direct and open communication. If a learner is unable to communicate how they feel or what they want, then challenging behaviour is more likely.
Effective communication involves tailoring strategies to each learner’s needs.
Improved communication will reduce the likelihood of challenging behaviour. For example, using short and simple sentences, thinking about the key words. Giving adequate processing time or using a total communication approach. Effective LSAs can ensure learners understand what is happening or being asked of them as well as feeling listened to and understood and so reduce the likelihood of behaviours that challenge.
Learners benefit from support in recognising and requesting help when necessary.
LSAs can play important roles in supporting learners to recognise when they need help. For example, by having ‘zones of regulation’ cards on hand.
Fostering understanding between learners and staff enhances learning environments.
LSAs’ understanding of learner behaviour (and other learners and staff) can help facilitate understanding between others.
Regulation strategies, both proactive and reactive, are crucial for keeping learners on task.
LSAs are often well place to implement proactive and reactive regulation strategies to keep learners on task. Preparing learners for any known unanticipated changes will support them to remain on task. E.g. using a social story to explain staff or timetable changes.
Learners’ SEMH needs and self-regulation tools should be considered and incorporated into support strategies.
Preparing to meet learners SEMH needs in different learning contexts will maximise their receptiveness to learning. This could for example include identifying ‘safe places’ or making sure learners have access to self-stimulating tools or behaviours.
The behaviour of staff will have an impact.
LSAs’ understanding of how their own behaviour affects others is key to supporting learning. This will extend to the importance of understanding how the behaviour of other staff around a learner can have an impact.
